educator’s guide · pdf file · 2017-11-03the educator’s guide .....3...

EDUCATOR’S GUIDECLASSROOM LESSON PLANS & FIELD TRIP ACTIVITIES

Table of Contents Introduction TheFieldTrip................................... 2 TheEducator’sGuide....................... 3

Field Trip Activity.................................. 4

Lesson Plans

Lesson1:FormandFunction........... 6 Lesson2:DinosaurDetectives....... 10 Lesson3:MesozoicMath.............. 14 Lesson4:FossilStories.................. 22

Games & Puzzles CrosswordPuzzles......................... 29 LogicPuzzles................................. 32 WordSearches............................... 37

Answer Keys ...................................... 39

Additional Resources RecommendedReading................. 44 DinosaurData................................ 45 DiscoveringDinosaurs.................... 52

Glossary.............................................. 54

Standards CurriculumStandards.................... 59

©2012DinosaursUnearthedAll rights reserved. Except for educational fair use, no portion of this guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other without explicit prior permission from Dinosaurs Unearthed. Multiple copies may only be made by or for the teacher for class use.

Content co-created by TurnKey Education, Inc. and Dinosaurs Unearthed, 2012

www.turnkeyeducation.netwww.dinosaursunearthed.com

at Dorney Park

IntroductionThe Field Trip

Fromthe timeof thefirstexhibitionunveiled in1854at the Crystal Palace, dinosaurs have captured theimagination and fascination of the public. Step backintimetothebeginningofthe“AgeoftheDinosaurs”at DINOSAURS ALIVE! – the most immersive andcomprehensiveMesozoicexperience–andencounterthebeaststhatdominatedtheplanetforover180millionyears. This multi-sensory and interactive experiencebringsnotonlyinsightintothenewscientificdiscoveriesconcerningtheappearanceandbehaviorsofdinosaurs,but also features some of the latest finds includingMojoceratopsandKosmoceratops,bothofwhomwerediscoveredin2010.Artandtechnology,twodisparatedisciplines,arealsoexploredinorderforstudentsandteachers tohear thesounds,see themovementsandobservethebeautyoffull-sizedanimatroniccreationsthatreplicatenearlyeveryfeatureofthedinosaurs.

Imaginenotpassively learningbutactivelycomparingnotonlytheimmensesizeofeachdinosaurtotheothersbutalsobeingabletowitnesshowtheymayhavelookedand moved in their own environments. DINOSAURSALIVE! is presented in a spectacular outdoor setting,inordertofeaturethefulllife-sizedmajestyofgiganticsauropods such as Mamenchisaurus and the over 40-foottallRuyangosaurus giganteous.

This outdoor exhibition presents scenes and storiesbasedonrealfossilevidence,suchasthepredatortrapat Cleveland-Lloyd in Utah and the Pachyrhinosaurusflash flood episode from Pipestone Creek in Alberta,Canada.Studentscancreateawrittenororalhistoryoftheseeventsdetailingwhathappenedbefore,duringand after what they see depicted so vividly at theexhibition. Other key scenes depicting behaviors anddiversity include an attack by a pack of Deinonychuson a lone Tenontosaurus, and an adult and sub-adultTyrannosaurus rexstalkingaTriceratops.Artstudents

areinvitedtobringtheirsketchpadstodocumentthesemagnificentcreaturesastheyreallylived.

The exhibition is laid out in such a way that studentscaneasilycomparedinosaurs fromdifferent locationsand observe their physical similarities. Fish eatersdiscovered in Africa are compared with creaturesfrom South America and England who share theirsame penchant for fish. The iconic North AmericanParasaurolophus is grouped with the lesser knownOlorotitan, originally discovered in the Far East andOuranosaurus,whichwasdiscoveredinAfrica.

The opportunity to observe the size of these massivehadrosaurs,asshowninthelife-sizedanimatronicsatDINOSAURS ALIVE!, and understand that they livedin herds numbering in the hundreds and thousands,all thewhilesharingthesameecologicalenvironmentwith giant predators, becomes a moment of awe andunderstanding of a world long since extinct. Yet thecomparison and contrast does not end with similarspecies.

Illustratingnotonly therangeofspecies found inonepaleontological excavation but also the similaritiesin physicality from other locations, the dinosaursrepresented from the Dashanpu Quarry site recallthe creatures discovered at Cleveland-Lloyd. In bothinstancestheaccompanyingcontenttellsthedynamicstoryofJurassicprehistoriclifeandpresentsthefactsinanengagingandricheducationalmannerwhichwillcapturetheattentionofanygradelevel.

2DINOSAURS ALIVE!ATDORNEYPARK|

Combining finely detailed,hand-crafted animatronics,interactive consoles, a lushsettingandeducationalcontentthatreflectsthelatestscientifictheories DINOSAURS ALIVE!offers not only the excitementof a tail thrashing, clawing,and roaring exhibition but theopportunitytoactivelyengageinauniquelearningexperience.Theeducationalpackagewhich accompanies the field trip was developed byan award winning educational consultant to meetcurriculumstandardsandspecificallyreferencesfactsandspeciesfromDINOSAURSALIVE!

The Educator’s Guide

This Educator’s Guide has been created to helpeducatorsandstudentsmakethemostoftheirfieldtripto DINOSAURS ALIVE! The guide begins with an on-sitefieldtripactivitytokeepyourstudentsengagedandfocusedwhileatDINOSAURSALIVE!Next,youwillfindfour Classroom Lesson Plans centered on key topicshighlightedintheexhibitionanddesignedtocorrelatecloselywithyourSTEMcurriculumstandards.

Theseplanscontaindynamicactivitiesandassignmentsforelementaryschoolstudentsaswellasadaptationsand advanced lessons for older grades. The guide iscreatedtobeflexible;use it tobestfit theneedsandcapabilitiesofyourclass.Youknowyourstudentsbetterthan anyone else. You may select some of the lowerlevelactivities forusewithyoureighthgradersoryoumightpull fromsomeof themoreadvancedactivitiesforusewithyourmostcuriousandsophisticatedyoungpaleontologists.

Lesson1iscalledFormandFunction.Attheexhibitionyouwillseehowdinosaursevolvedandadaptedbasedontheirneeds,environmentsanddiets.Intheclassroom,yourstudentswill learnaboutsomeoftheanatomicaldifferences between predators and prey while doing

a h a n d s - o n s c i e n c eexperiment on depthperception. In Lesson2, Dinosaur Detectives,students research keypaleontologists and theirdiscoveries and learnfirst-hand that scienceis a dynamic and ever-changingworld. Whileat

theexhibition,yourstudentswillseetheculminationofoverahundredyearsofpaleontology.

Lesson 3 is Mesozoic Math. Students work withmeasurements, proportions and scale models of thetrue-to-life-sized dinosaurs they see on their fieldtrip. The final lesson, Lesson 4, is Fossil Stories. AtDINOSAURS ALIVE!, you will be introduced to threestories of dinosaur discoveries, theories of how massdeathmayhaveoccurredandtheconnectionbetweendragonsanddinosaurs.

The guide also contains recommended reading liststo expand your students’ knowledge of the world ofdinosaurs, plus dinosaur-themed games and puzzlesforbothyoungerandolderstudentsanddinosaurfunfacts that you can adapt for trivia contests, JeopardyandBingogamesoraFactoftheDaycalendar.

Weknowhowimportant it is tobeableto justifyfieldtrips and document how instructional time is spentoutsideofyourclassroom.Tothatend,theEducator’sGuidecorrelatestonationalcurriculumstandards.Theseresourcescanbeusedbeforeyourvisittohelpprepare students for the teachable moments foundthroughouttheexhibitionaswellaswhenyoureturntoschooltofurtherexploretheconnectionsbetweentheeducationalthemesoftheexhibitionandyourclassroominstruction.Takeadvantageofthisuniqueopportunityto literally bring science to life for your students. WelookforwardtoseeingyouatDINOSAURSALIVE!


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10. Whatanimal,picturedhere,fromtheMid-JurassicPeriodinChina,didyou seeattheexhibitionthatwasanearlystegosaurid?

11. Whichtimeperiodhasthemostdinosaursonthechart?

12. WhichthreeUSstateswouldbethebestforfossilhunting? (Hint: Whichthreestatesareonthechartthemost?)

13. WhichprovinceinCanadawouldbebestforfossilhunting?

14. OnceyoucompletetheFieldTripActivity“WhoAmI?”chart,placethedinosaursinchronologicalorderstartingfromtheearliest(Triassic)tothelatest(Cretaceous)showingthename,timeperiodanddate.

NameClassDate


Lesson 1: Form and FunctionHowdothescientistsandengineersbehindthescenesatDINOSAURSALIVE!knowhowtoaccuratelycreatethemoving,roaring, life-sizedbeastsyouseeonyourfieldtrip?Theystudyandlearnfromtheevidencetherealdinosaursleftbehind,likefossilizedbones.

For example, during your field trip to DINOSAURSALIVE!, take a close look at the head of Omeisaurus,oneofthelarge,herbivoroussauropods,andcompareit to that of a predator like Tyrannosaurus rex orYangchuanosaurus. Where are their eyes positionedontheirskulls?

Prey animals (like Omeisaurus) usually have eyesspaced far apart and on the sides of their heads,whiletheeyesofapredator(likeTyrannosaurus rexorYangchuanosaurus)faceforwardsotheycanfocusonwhat’sinfrontofthem–atastydinner!

Animalsthatareprey,meaningthattheyarehuntedbyotheranimals,needeyesthatcanseeallaroundtheminordertobeabletowatchoutfordanger.Predatorsareanimalsthathunt,killandeatotheranimals.Theyneedeyesthatgivethemgooddepthperceptionandthebestchanceofcatchingtheirprey.

Activity 1: Elementary School (Grades K - 5)Howaremiceandcatslikedinosaurs?It’sallintheeyes!Animalsthathuntforfoodneedtohavegoodaim,goodhand-eye(orhand-claw!)skillsandgooddepthperception.Whenourbraintellsuswhatweareseeing,itneedsinformationfrombotheyes.Fordepthperception,thebrainusesthedifferencesbetweenthepicturefromthelefteyeandthepicturefromtherighttofigureouthowfarawaysomethingis.

Whenonlyoneeyesendsinformation,thepictureisnotcompleteanddepthperceptionislost.Imaginehowharditwouldbetohitabaseballifyoucouldn’ttellwhetherthepitcherstood16feetawayor60feet!

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


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Whentheeyesareclosetogetheronthefrontofthehead,ananimalhaswhatiscalled“binocularvision”andbetterdepthperception. Thismeans it iseasier for themto tellhowfarsomething– like theirdinner– is fromthem.Thisactivitywillshowyouhowanimalswithbinocularvision,includinghumansanddinosaurs,havebetterdepthperceptionwhenbotheyesarelookingatthesameobjectatthesametime.

Materials• Partner• Pencilorpipecleaner• Washerwithaholelargerthanpencil/pipecleanerdiameter• Modelingclay• EyepatchProcedure

1. Standthewasherupontheclay.2. Turntheclayandwashersothatyouarelookingatthesideofthewasher–notthehole.3. Holdtheclayandwasherinonehandwiththatarmstretchedoutinfrontofyou.4. Puttheeyepatchononeeye.5. Trytoputthepencilorpipecleanerthroughthewasher,likethreadinganeedle.6. Repeattheexperimentsothatyoumake10trieswiththerighteyecovered,10trieswiththelefteyecovered,and

10trieswithbotheyesopen.7. Yourpartnerwillcountyourtriesandrecordyourresultsinthischart.

NameClassDate


What happened?

1. Howmanytimeswereyouabletoputthepencilorpipecleanerthroughthewasherwith…

onlyyourlefteyeopen?

onlyyourrighteyeopen?

botheyesopen?

One of the most intelligent dinosaurs was Troodon. It had a brain the same size as a mammal or bird of today, plus

binocular vision and grasping hands.

2. Wouldyoubeagoodpredator,liketheEotyrannusbelow,ifyoucouldonlyseewithoneeyeatatime?Whyorwhynot?

Try it!

• Calculateyoursuccessratesinnumber1abovebydividingeachtotalnumberby10,thenmultiplyingby100forapercentage.Forexample,ifyouweresuccessfulwithonlyyourlefteyefourtimes:4÷10X100=40%.

• Foryournextsciencefairproject,testyourclassmatesandfamilyto“see”ifbeingright-handedorleft-handedconnectstowhethertheycanthreadthewasherbetterwithoneeyeortheother.

• Repeattheexperimentonalargerscale.Haveyourpartnertossyouabeanbagorsoftball10timesandseehowwellyoucancatchitwithonlyoneeye.

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


Activity 2: Middle and High School (Grades 6 - 12)Eyepositionisonlyoneofthethingspaleontologistsstudyinordertolearnmoreaboutadinosaur.Adinosaur’steeth,ifthereareanyleft,cantellusifthatcreaturewasanherbivoreoracarnivore.Whenweseearmoredplatesweknowthatthiswasananimalthatneededprotectionfromneighborswithsharpteeth!Whatmakesdinosaurslooksostrangetousareexactlywhathelpedthespeciessurvive,evenifallthosefrills,knobs,crests,andhornswereonlytheretomakeadinosaurashandsomeaspossibletofindamate.

Inthisactivity,matchthefeaturesofa“mystery”dinosaurinthefirstlistwiththeconclusionsthatcanbemadeaboutthatdinosaur’sidentityandlifeinthesecondlist.Thefirstonehasbeendoneforyou.Observations

1. K Allosaurusteethmarksonvertebra 7. Notailmarksfoundintrackways

2. Eyesonthesidesofitshead 8. Nofossilsinwhatwouldhavebeenwater

3. Fourlargelegs,footprintsfarapart 9. About150millionyearsold

4. Gastroliths 10. Dull,straight,rake-liketeeth

5. Hollowbackbones 11. Heartandbrainseparatedbyalongneck

6. Longneckdidn’tliftabovehorizontal 12. Longribsandstoutlegbones

Conclusions: This dinosaur…

a. wasanherbivore.b. didn’t live in a jungle or forest because it would

constantlyhittreesandgetstuck.c. neededlight-weightbones.d. helditstailupintheair,offtheground.e. wasnotapredator.f. livedintheJurassicPeriod.

g. movedslowly.h. neededalarge,stronghearttokeepenoughblood

pumpingtothebrain.i. wasaheavyanimalwithalargetorso.j. neededhelpdigestingplantfibers.k. washuntedbyAllosaurus.l. wasnotaswimmer.

13.Basedonthisinformation,whatdinosaurdoyouthinkitis?


Lesson 2: Dinosaur Detectives

“Dinosaurdetectives”(betterknownaspaleontologists)are always learning new information about theprehistoric creatures you will see on your field trip toDINOSAURS ALIVE! Sometimes they even findmistakesinwhatwethoughtweknewaboutdinosaurs.

For example, when Stegosaurus was first discoveredinthelate1800s,thefamouspaleontologistOthnielC.Marsh thought it might have had a second brain in asmallspacenear itsbottom! WhenaTriceratopswasdiscovered, scientists first classified it as something

similar to a buffalo, not a dinosaur. And, as you willlearnatDINOSAURSALIVE!thedinosauronceknownas “Brontosaurus” no longer exists! That skeletonturned out to be an Apatosaurus with the skull of aCamarasaurusstuckonitsneck!

Activity 1: Elementary School (Grades K - 5)

Thepaleontologistslistedinthechartonthenextpagearejust10ofthedozensofearlyscientistswhofirststudieddinosaurs. Althoughtheymayhavemadeafewmistakesalongtheway,theirwork isthebeginningofscientificdinosaurpaleontology.

Inthechart,fillinthepaleontologists’dates,nationalities,andthenameofoneofthedinosaurstheynamed.Onehasbeendoneforyou.Then,answerthequestionsthatfollow.

Apatosaurus, formerly known as “Brontosaurus”


Name Birth-Death Nationality Dinosaur Named

RoyC.Andrews

BarnumBrown

WilliamBuckland

EdwardD.Cope

LawrenceM.Lambe

JosephLeidy

GideonMantell

OthnielC.Marsh

HenryF.Osborn

HermannvonMeyer 1801-1869 German Archaeopteryx

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

NameClassDate


1. Whichpaleontologistinthechartwasbornfirst?Inwhatyear?

2. Whichnationalityappearsthemost?

3. Whatreasondoyouthinkwouldexplainthis? 4. Colorinthebargraphtoshowthenumberofpaleontologistsonthechartfromeachcountry.

6

5

4

3

2

1

American British Canadian German

NameClassDate



Dinosaursmaybe longgone,butnewfossildiscoveriesandnewtheories fromtoday’sdinosaurdetectiveskeeptheminthespotlight!Workingingroupsandusingthemostrecentdinosaurnewsfoundonthesitesprovidedbelow,write,createandproducea“BreakingNews”dinosaurnewscast.ProduceaYouTubevideoofyourreportandpostitonyourschoolwebsite.• DinosaurNews: http://www.dinosaurnews.org/

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

• SmithsonianDinosaurBlog: http://blogs.smithsonianmag.com/dinosaur/

Activity 3: Middle and High School (Grades 6 - 12)Noteveryonewhohasacareerworkingwithdinosaursisapaleontologist!Researchthesefourpeople.Identifytheircareersandhowtheycontributedtoourknowledgeofdinosaurs.

1. LuisAlvarez

2. BenjaminW.Hawkins

3. ArthurHolmes

4. AlfredL.Wegener

Creatingintricate,life-sizeddinosaursrequiresteamsofexperts.Writers,robotics engineers, graphic designers, artists, landscapers, lightingexperts and exhibition designers all helped create these animatronicmasterpiecesandthesettingstheyinhabit.Whatothercareersarepartofdiscovering,studying,constructing,displayingandtouringdinosaurs?Brainstormalistofpossibilities.CreateaDinosaurJobFairinyourclass.Identifyjobtitles,theeducationrequired,collegesanduniversitieswiththe appropriate course of study, pay rate, duties and responsibilities.Couldthisbeyourfuturecareer?

NameClassDate


Lesson 3: Mesozoic Math

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

One of the smallest dinosaurs to be discovered so far was only slightly larger than a modern-day chicken. Compsognathus grew to be about 3 feet

long and weighed only about 6½ pounds.

Sincehumanswerenotalivethatlongago,nooneknowsforsureexactlyhowlong,tall,heavyorfastdinosaursreally were. Scientists make good guesses based onmany pieces of information. For example, they studythe size of fossils and then use the measurements tocreatethelife-sizedmodelsyouseeonyourfieldtriptoDINOSAURSALIVE!

Buthowdoweknowifafossilcamefromaparticularlysmallorbigversionofthatkindofdinosaur?Themorefossilsthatarediscovered,thecloserwegettofiguringoutthereallengths,heightsandweightsoftheseextinctcreatures.

Inthislesson,youwillcomparedinosaursfromdifferenttime periods, using average lengths from scientists’best guesses, and then use those measurements tocreateyourownexhibitionofdinosaurs!

Activity 1: Elementary School (Grades K - 5) Thedinosaurcharthasinformationon10ofthedinosaursyouwillseeduringyourfieldtriptoDINOSAURSALIVE!:name,timeperiodandlength.Foreachdinosaur,thelengthislistedinbothmeters(m)andfeet(ft).Studythecharttoanswerthequestionsthatfollow.


Name Period Length

Allosaurus LateJurassic 12m 39.6ft

Apatosaurus LateJurassic 23m 75.9ft

Baryonyx EarlyCretaceous 9m 29.7ft

Huayangosaurus Mid-Jurassic 4m 13.2ft

Mamenchisaurus LateJurassic 24m 79.2ft

Omeisaurus LateJurassic 20m 66.0ft

Parasaurolophus LateCretaceous 9m 29.7ft

Stegosaurus LateJurassic 9m 29.7ft

Triceratops LateCretaceous 9m 29.7ft

Tyrannosaurus rex LateCretaceous 13m 42.9ft

Dinosaur Chart - Time Period and Length

NameClassDate


Reading the Chart

1. WhichdinosaurwasfromtheEarlyCretaceousperiod?

2. Whichfourdinosaurshadthesamelength?

3. Whichdinosaurwaslonger,AllosaurusorTyrannosaurus rex?

MamenchisaurusLate Jurassic, length: 24m (79.2ft)

Not every sauropod was a behemoth like Argentinosaurus (up to 36 meters/118 feet) or had an incredibly long neck like Mamenchisaurus.

Magyarosaurus, which was discovered in Romania in 2005, was “small” and measured only 5.3 meters/17 feet long.

Length

4. If all these dinosaurs stood head-to-tail, how longwouldthelinebe?

a.Inmeters:

b.Infeet:

NameClassDate


5. Huayangosaurus(4m/13.2ft)istheshortestdinosauronthechartandMamenchisaurus(24m/79.2ft)isthelongest.HowmanyHuayangosauruswouldfitinoneMamenchisaurus?Showyourwork.

6. Herearetwowaystoseehowthedinosaurs’sizescomparedtoeachotherandhowtheywouldhavelookedinreallife!

a. Whenwestudysomethingverylarge,likeadinosaur,itiseasiertoworkonasmallerversioncalledascalemodel. In the chart above, let’s pretend that the meters are actually centimeters. On a piece of paper,measure and draw a line for each dinosaur based on these new versions of their length. For example,Apatosaurusis23meters;drawalineonyourpaperthatis23centimeterslongandlabelit“Apatosaurus.”

b. Divideyourclass into10groupsandassignadinosaur fromthechart toeachgroup. Gooutside, in thehallway,or intothegymwithlongropesandmeasuringtapesormetersticks. Eachgroupmeasuresandmarksofthelengthoftheirdinosaursusingtheropetoseehowlongthatdinosaurwouldreallybe.

7. Thelongestschoolbusisabout14meters.Matchthesedinosaurs’lengthstotheirsize,intermsofschoolbuses.(Oneanswerwillnotbeused.)

about½aschoolbus about1½schoolbuses

about1schoolbus about2schoolbuses

a. Mamenchisaurus

b. Omeisaurus

c. Tyrannosaurus rex

NameClassDate


Stegosaurus (left) and Triceratops (right) were both shorter than a school bus.


8. Usethedinosaurs’lengthsinfeettomakeastem-and-leafplottohelpyouanswerthesequestions.Roundyouranswertothenearesttenth.

a.Whatisthemean?

b.Whatisthemode?

c.Whatisthemedian?

Time Periods

9. Whichtwotimeperiodshaveonlyonedinosauronthechart?

10. Countthenumberofdinosaursineachofthetimeperiodsonthechart.

a. Whichtimeperiodhasthemostdinosaursonthechart?

b. Whatpercentageofthedinosaursfromthelistisinthattimeperiod?Writeyouranswerasafraction,reducethefraction,rewriteitasadecimalandthencalculatethepercentage.Remember,thereare10dinosaurs,so10isthedenominatorforthefraction.Tofindthepercentage,multiplythedecimalby100.

Fraction: Decimal:

Reducedfraction: Percent:

Stems Leaves

NameClassDate


11.TriceratopsandTyrannosaurus rexarethetwoyoungestdinosaursonthechart.Theybothlivedabout65millionyearsago.

a. Write65millionwithallitszeros.

b. BONUS!Write65millioninscientificnotation.

Activity 2: Middle and High School (Grades 6 - 12)Engineersusescalemodelstoseehowsomethingwilllookorworkbeforetheybeginbuildingthefull-sizedversions.Architects,carmanufacturers,toymakers,rollercoasterdesigners,cartographers(mapmakers)andmanyothercareersusescalemodels.Alloftheanimatronicdinosaursyouseeonyourfieldtripbeganlifeastwodimensionaldrawings on paper. Next, they became scale models, which are the three-dimensional, miniature versions ofthemselves.Scale Model

Ascalemodelhasthesameproportionsastheotherobject,justinasmallersize.Forexample,ifadinosaur’sskullmakesuphalfitsentirebody,thenthatneedstobetruewhetheritisa20-footmodelwitha10-footskullora20-inchmodelwitha10-inchskull.Intheseactivitiesyouwillusefractions,ratios,multiplicationandmeasurementstoconstructandcomparescalemodelstotheirfull-sizecounterparts.Scale Factor

Scalefactoristheratioofthecorrespondinglengthsonthescalemodeltotheactualobject,writtenasafraction.This number tells us how many times bigger the real object is, or how many times smaller the model is. In theexampleabove,ofthe20-footdinosaurwiththe10footskull,thescalefactorforthemodelis1/12.Therealskullis12timesbiggerthanthemodelskull.Themodelskullis1/12ththesizeoftherealskull.(Remember,thereare12inchesinafoot,andwehavetoreducethefraction.)

scalefactor = modelsizeobjectsize = 10in

10ft = 10inches10ftX12in = 10in

120in = 1in12in = 1

12


1. Alife-sizeddinosaurstatueis50timeslargerthanitsmodel.Whatisthescalefactorforthemodel?

2. IftheneckonarealMamenchisauruswas30feetlong,andthescalefactorforitsmodelis1/10,howlongistheneckofthescalemodel,infeet?

3. YouhaveamodelofaSpinosaurusthatis2feetlongandyouknowthatitwasmadewitha1/20scalefactor.Howlongisthelife-sizedversionofSpinosaurus?Woulditfitinyourclassroom?

NameClassDate


4. Youhavebeenaskedtoselect,designandengineerthenewestlife-sizedanimatronicdinosaurfortheexhibition.

Yourfirsttaskistopresentascalemodel.

a. Chooseyourfavoritedinosaur.Researchitslengthandheight.

Mydinosaur:

Length: Height:

b. Decidewhatscalefactorwouldallowyoutodisplayyourdinosaurmodelonyourdesk.(Hint:measuring

yourdeskwillhelp.)

Myscalefactor:

c. Build thescalemodelofyourdinosaurusingartsandcraftssupplies likemodelingclay, rubberbands,craftsticks,cardboard,cottonballs,Styrofoam,aluminum foil,constructionpaper, toothpicks, tissuepaper,floristwire,feathers,pipecleaners,straws,hotgluegun,tape,spools,etc.

d. Displayaminiaturedinosaurexhibitioninyourclassroom!Buildadioramatore-createtheenvironmentinwhichitlived.Wasitadesertoraforest?Prepareasignwithyourdinosaurname,pronunciation,briefhistoryandatleastoneinterestingfact.Standbyyourdisplayandbeavailabletoanswerquestionsandexplainhowyoucreatedyourscalemodel.Createaneventandinvitestudents,teachersandyourprincipal.

NameClassDate


Lesson 4: Fossil StoriesTherearethreerecentdinosaurfossildiscoverysites–in theUnitedStates,CanadaandChina– thatsoundas though they could be part of an ancient crimescene investigation! At the Cleveland-Lloyd QuarryinUtah, thePipestoneCreekBonebed inAlbertaandin Ruyang County in the Chinese province of Henan,paleontologists are trying to unravel the mysteriesbehindhowanunusualassortmentofdinosaurs’bonescametobe.

Theongoingdiscoveryandrecoveryofthefossilsfromthesethreelocations,alongwithideasabouthowtheygotthere,arerewritingdinosaurhistory.

AtDINOSAURSALIVE!youcanbecomepartofthisnewwave of scientific investigation! You will experiencethe thrill and mystery surrounding the discoveries ofthesethreehotbedsofmodernpaleontology.Nowhereelse can you see an Allosaurus and a Stegosaurusstuck moments before their death at the PredatorTrap, recreated from the site in Utah. At Death byDrowning you will witness the creation of an unusualmassPachyrhinosaurusgraveinCanada.IntheareaoftheTitansoftheRuyangyouwillencountera40-foot-tall replica of the heaviest and tallest Asian dinosaur,Ruyangosaurus.


Activity 1: Elementary School (Grades K – 5)

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

Cleveland-Lloyd Quarry, Utah, United States

In1929,localranchersdiscovereddinosaurbonesincentralUtah.Sincethen,thousandsoffossilshavebeenfoundinthisonelocation.Howdidthishappen?WeknownowthatduringtheJurassicPeriod,about147millionyearsago,agroupofyoungAllosaurusweregatheredtogetherwhensomethinghappenedthatcausedthesedinosaurs,alongwithseveralotherspecies,todiequickly.Perhapsthegroupbecamestuckandtheycouldn’tsavethemselvesfrombecomingdinnerforotherpredators(includingsomeolderAllosaurus!).Theseadultpredatorsthenbecamestuckthemselvesattractingmorepredatorstothescenewhothentookadvantageofboththedyingandthedead.

Usually, dinosaur deathbeds contain more fossils from herbivore dinosaurs than from carnivores because thereweremoreherbivoredinosaursaround.PaleontologistswerenotsurprisedtofindherbivoresattheCleveland-LloydQuarrylikeCamarasaurus,Barosaurus,Camptosaurus,Stegosaurusandanunidentifiedsauropod.However,thissiteisunusualbecauseithasmanymorefossilsfromcarnivoredinosaursthanherbivoredinosaurs.Ofthefossilsdiscoveredso far, two-thirdsare fromAllosaurusalone.Thedisproportionatenumberofpredators toprey is thereasonsitessuchasCleveland-Lloydarereferredtoaspredatortraps.

Pipestone Creek Bonebed, Alberta, Canada

AhighschoolscienceteachernamedAlLakustafoundthefirstfossilsfromthePipestoneCreekBonebedintheearly1970s.Sincethen,thousandsofbonesandoveradozenskullshavebeenidentifiedfromaPachyrhinosaurusherdthatdiedinariver73millionyearsago,duringtheLateCretaceousPeriod.Itisoneofthedensestbonebedsintheworldandiscalled“monogeneric”becausethefossilsarealmostentirelyfromonespecies–Pachyrhinosaurus–althoughfossilsfromsomepredatorswerefoundnearby.

ThePachyrhinosaurusfossilsfoundinthePipestoneCreekBonebedwerefromdinosaursofallages,soscientistscanlearnalotaboutthisspecificdinosaur.Pachyrhinosauruswasaceratopsian.ItwasanherbivorethatlivedinherdsandwasrelatedtoTriceratops.Itsnamemeans“thick-nosedlizard”becauseithadathicknosebone,orboss.Paleontologistsaren’tsureyetwhatkindofhorn,orwhetherahornevengrewfromtheboss.Theydoknowthisdinosaurhadabonyneckfrillwithhornsonitandabeak-likemouth.Adultscouldgrowtoover20feetlong.AnewspeciesofPachyrhinosauruswasfoundrecentlyinAlaskaandhasbeennamedP. perotorum.

Ruyang County, Henan Province, China

HenanProvincewasknown for itsdinosaur fossilsbefore thehugeRuyangosauruswasdiscovered in2006andnamedin2009,buttheearlierfossilswerefromeggsandnotbones.Infact,Henanhasthemostdinosaureggsofanysiteintheworld!Theareaisalsoknownforthe“dragonbones”thatcanbefoundburiedintheground,especiallyinRuyangCounty.Overthecenturies,theseboneswereusedformanypurposesandespeciallyasmedicinetotreatdiseasesandinjuries.Today,paleontologistswonderhowmanyspeciesof“dragons”willneverbediscoveredsincethefossilshavebeentransformedintotraditionalremediesandmedicines.


Thesedragonbones,ofcourse,weredinosaurfossils–andsomegiganticonesatthat!Thetwospeciesthathavebeenidentifiedsofararehumongoussauropods.Oneofthem,Ruyangosaurus giganteus, isthebiggestdinosaureverfoundinAsia!ThisdinosaurlivedinthebeginningoftheLateCretaceousPeriod,almost100millionyearsago.Paleontologistsestimatethatitwasover90feetlongandwascloseto40feettall.Itsneckandtailwereshorterinrelationtotherestofitshugebody,whencomparedtoearlierlargesauropods.

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

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


1. Whichofthethreeplaceshastheoldestdinosaurfossils?Whichhastheyoungest?

2. WhenwerethefossilsfirstfoundattheCleveland-LloydQuarryinUtah?

3. WhyistheCleveland-LloydQuarryanunusualfossilsite?

4. WereCamarasaurusandCamptosaurusherbivoresorcarnivores?

5. WhatdinosaurhasthemostfossilsattheCleveland-LloydQuarry?

6. WhofirstfoundthefossilsatPipestoneCreekinAlberta?Whatwashisjob?

7. WhatdinosaurhasthemostfossilsinthePipestoneCreekBonebed?

8. Whatdoes“monogeneric”mean?

NameClassDate


9. Whatdoes“boss”meanwhenitisusedtodescribeadinosaur?

10.WhatkindsoffossilswerefirstfoundinChina’sHenanProvince?

11.Fromwhatkindofcreaturedidthe“dragonbones”reallycome?

12.WhymightweneverlearnaboutsomeofthedinosaursfromRuyang?

13.HowwasRuyangosaurusdifferentfromearlierlargesauropods?

NameClassDate


Activity 2: Middle School and High School (Grades 6 – 12)Importantquestionsremainaboutthedramaticfossilstoriesyousawfirst-handatDINOSAURSALIVE!.Forexample,howmanydifferentkindsofdinosaursareateachlocation?Whatwerethedinosaursdoingrightbeforetheydied?Whathappenednext?Whyaretherearesomanyfossilsinoneplace?

Let’sinvestigate!WhilemostpeopleturntoAnnualPaleontologyReview(APR)astheirtrustedsourcefordinosaurnews,afewother“newsstations”havepickeduponthelatestfossilstories–especiallythosefromUtahandAlberta.TheJournalofDinosaurDiscoveries(JDD),EarthSciencesNews(ESN)andPaleontologyPressInternational(PPI)arepresentingalternativehypothesesastowhatcouldhavehappenedatthosesites,basedonthesamesetsofevidence.

At the Cleveland-Lloyd Quarry…

TheAPRclaimsthatitwasamuddy,stickybogthatbecameapredatortrap.TheJDDpurportsthatitwasariverbedwherecarcassesslowlywashedupovertime.TheESNstatesthattheanimalsweredrinkingfromapoisonouswaterhole.ThePPIarguesthatthesitewasawaterholethatdriedupduringadrought.

At the Pipestone Creek Bonebed…

TheAPRbelievesthataPachyrhinosaurusherdwasmigratingtobetterfeedinggroundswhentheywerecaughtinaflashfloodafterarainstorm.TheJDDdeclaresthattheherdwaschasedintoarushingriverbyapredator.TheESNallegesthatonceinthewater,theherdwassweptaway,drownedandthebodiescollectedinoneareadownstream.ThePPIassertsthatonceinthewater,theanimalspanickedandtrampledeachotherwhiletryingtoclimbout.

Howcanthesamefactsbeusedtosupportsomanydifferent theories? Divideyourclass into four teams,eachrepresentinganinvestigativeteamatoneofthefournewsstations.ResearchthesitesinUtahandAlbertaingreaterdetailinordertofindinformationtosupportthetheoriesstatedaboveforyourstation.

Whilecollectingevidencetosupportyourtheorybehindhowthesefossilsiteswereformed,keepthesequestionsinmind:• Aretheremorecarnivoresthanherbivores?• Aretheremoreyoungdinosaursthanadults?• Isthereathinlayeroffossils?• Arethereseverallayersoffossils?

NameClassDate


• Aresomebonescrushedandfractured?• Aretherebothlargeandsmallbonespresent,orareonlythelargeronesleft?• Aremostofthebonesscattered?• Aretherecompleteskeletons?• Doanyoftheboneshavetoothmarks?• Whatkindsofsedimentsurroundthefossils?

Presentyourcoverageintheformofaskitinfrontoftheclass.Whichinvestigativeteam–APR,JDD,ESN,PPI–presentedthemostcrediblereport?Didyouidentifyan“approved”theoryordidyouraiseevenmorequestionsaboutthesefossilsites?Ifso,welcometotheever-changingworldofpaleontology!

NameClassDate


Crossword PuzzlesName that Dinosaur! Dinosaurs’namesareoftenmadeofwordsfromotherlanguages.Thenamecandescribethedinosaur’sbody,theplacewhereitwasfound,oreventhepersonwhofound it. Forexample,Acrocanthosaurus isGreek for“high-spined lizard” which is an accurate descriptionofwhat it looked like. Gobisauruswasnamed for theGobiDesertwherethefossilwasfound.LambeosauruswasnamedforpaleontologistLawrenceLambe.Readthecluesforthesepuzzlesandfindthedinosaurwhosenamehas thatmeaning. Awordbank isprovided forthefirstpuzzle.

The longest dinosaur name is Micropachycephalosaurus, which means “tiny, thick-headed lizard.”

Gasosaurus was named for the gas company under construction when the dinosaur was discovered!

This is Dyplosaurus, whose name means “double-crested lizard”

Level 1:

Across Down

2.Strange-ankledlizard 1.Chickenmimic

3.Fastthief 4.Agilelizard

7.Three-hornedface 5.Thick-nosedlizard

9.Differentlizard 6.Heavyclaw

10.Slowleg 7.Swollenhead

8.Iguanatooth


1

2

3 4

5

6

7 8

9

10

Agilisaurus Gallimimus Tylocephale

Allosaurus Iguanodon Velociraptor

Baryonyx Pachyrhinosaurus Xenotarsosaurus

Bradycneme Triceratops

NameClassDate


1

2

3

4 5 6

7 8

9

10

11

:

Level 2

Across Down

2.swollenhead 1.medium-spinedlizard

3.lizardfromYang-Ch’uan 5.deceptivelizard

4.lizardwithstrangeankles 6.agilelizard

8.chickenmimic 7.iguanatooth

11.lizardwithathickhead 9.lizardfromMountEmei

10.dwarflizard

NameClassDate


Logic PuzzlesLogicpuzzlesareafunwaytopracticecriticalthinkingskillsandkeymathconcepts,whilealsolearningmoreaboutsomeofthedinosaursyoumayencounterduringyourfieldtrip! Thetricktosolvingalogicpuzzleistonarrow down your options and use your deductivereasoningskills.

Start eliminating options by following the clues in thelogic puzzle that clearly state if something is not trueandplacingan“X”intheappropriatebox.Slowlybutsurely,youwillbeginnarrowingdownthepossibilities.Whenyoufinishallthecluesandstillhaven’tcompletedthe logicpuzzle,readthroughthecluesoneatatimeagain.Onceyoumakesomebasicdeductions,youwillbeabletolearnnewthingsandcomeclosertosolvingthepuzzle.SelectLevel1orLevel2(orboth!)andstartthinking logically! Some clues have been marked tohelpyougetstarted.

Sorting Fossils

You are the newest intern at the local natural historyand science museum. Your first task is to organize astorage room with fossils from different dinosaurs.Unfortunately, the paleontologists who recovered thefossilsdidnottakeverygoodfieldnotes.Theonlyfactsyouhaveaboutthesefossilsarelistedbelow.Usethelogic puzzle charts to help you identify and describeeachdinosaur.

The remains of a “new” species of ceratopsia dinosaur, called Mojoceratops, were recently found mixed

together in a collection with the fossils from a similar-looking dinosaur at the American Museum of Natural History in New York City!

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


LateJurassic LateCretaceous

EarlyCretaceous Europe China North

America

Parasaurolophus X

Baryonyx

Mamenchisaurus

Europe

China

NorthAmerica

LEVEL 1

Clues:

1. ParasaurolophusdidnotcomefromChina.

2. MamenchisaurusisnotfromtheLateCretaceousPeriod.

3. ThedinosaurfromtheLateJurassicPeriodwasfromChina.

4. TheBaryonyxfossilwasfoundinEurope.

5. ThedinosaurthatcamefromNorthAmericaisnotfromtheEarlyCretaceousPeriod.

Chart:

NameClassDate


LEVEL 2

Readthislistofhintsandtipstohelpyousolvethisadvancedlogicpuzzle.Remembertonarrowdownyouroptionsusingyourcriticalthinkingskills.Twoclueshavebeenmarkedonthepuzzletogetyoustarted.Goodlucksortingthroughthesefossils!

1. Readthroughtheentirelistofcluesatleastoncebeforemakinganymarksonyourchart.

2. Eliminateoptionsbyfollowingtheclues,onebyone,andlookingfordefinitivestatements. Ifaconnectionisstatedexplicitlyintheclues,thenmarkitonthechart.Forexample,thefirstcluestatesthatthedinosaurthatis4feetlonglivedbeforeApatosaurus.Therefore,ApatosauruscannotbethedinosaurthatIS4feetlong.PlaceanXintheboxwherethecolumnfor“Apatosaurus”intersectstherowfor“4feet.”

3. Mark all the obvious questions stated in the rest of the clues, the same way you did in the step above. Forexample,basedon the information inclue#4,wecanplaceanX in theboxwhere thecolumnfor“30 feet”intersectstherowfor“Mongolia.”WecanalsoplaceXsintheboxeswherethecolumnsforboth“Baryonyx”and“Agilisaurus”intersecttherowfor“Mongolia.”

4. Slowlybutsurely,youwillbeginnarrowingdownyourfields.Someanswerswillbecomeapparentasotheroptionsareeliminated.Forexample,aftermarkingtheobviousinformationfromthecluesthefirsttimethrough,youwillhaveallthepiecesofinformationyouneedtoidentify“Apatosaurus.”

5. Afteralltheclearconnectionshavebeenmade,re-readthelistofclues,keepinginmindwhatyouknownow.Forexample,sincewenowknowthename,length,location,andtimeperiodfor“Apatosaurus,”theybecomeequivalenttermsandareinterchangeablewithinthewordingoftheclues.Anytimeoneofthemappearsinaclue,youcanreplaceitwithoneoftheotheraspectsfortheApatosaurus.

6. Readbackthroughthecluesandusethesubstitutionmethodfromhint#5everytimeyoucorrectlyconnecttwoormorepiecesofinformation.Replacingatermwithoneofits“equivalents”willrevealmoreinformation.Forexample,basedonclue#9,youcansubstitute“LateJurassic”inanycluewhere“70-footdinosaur”ismentioned.Usingthatinformationinclue#5tellsusthatthefossilsfromtheLateJurassicPeriodwerefoundeitherintheUS&MexicoorinMongolia.Now,youalsoknowyoucanplacean“X”intheboxeswherethecolumnfor“LateJurassic”intersectsthecolumnsoftheothertwolocations,ChinaandEurope.

7. Youwillneedtoreadthroughyourcluesmanytimes.Bediligent!Ifyougetstuck,checkyourcharttoseeifanyconnectionshaverevealedthemselves“accidentally”asyouworkedthroughtheprocessofelimination.Lookfortrickylanguageintheclues,too,like“either/or”and“neither/nor.”

NameClassDate


Clues:1. The4-footdinosaurlivedbeforeApatosaurus.

2. The70-footdinosaurlivedbeforeProtoceratops.

3. OfApatosaurusandBaryonyx,onelivedintheLateJurassicPeriodandtheotherwas30feetlong.

4. ThefossilsfoundinMongoliaarenotfroma30-footdinosaurandareneitheraBaryonyxnorAgilisaurus.

5. The70-footdinosauriseitherfromtheUSandMexicoorMongolia.

6. Apatosaurusisneither5–8feetnor30feetlong.

7. ThedinosaurfromtheEarlyCretaceousPeriodwasfoundinEurope.

8. ThefossilsfoundintheUSandMexicodonotbelongtoProtoceratops.

9. ThedinosaurfromtheLateJurassicPeriodis70feetlong.

10. ThefossilsfoundinMongoliaarenotfroma70-footdinosaur.

NameClassDate


Apat

osau

rus

Bar

yony

x

Pro

toce

rato

ps

Agili

saur

us

70ft

30ft

4ft

5–

8ft

US

and

Mex

ico

Mon

golia

Chin

a

Euro

pe

Mid-Jurassic

LateJurassic

EarlyCretaceous

LateCretaceous

USandMexico

Mongolia X

China

Europe

70ft.

30ft.

4ft. X

5–8ft.

Chart:

NameClassDate


Word SearchDinosaur Vocabulary

Searchvertically,horizontallyanddiagonallyfordinosaurandpaleontologytermsinthepuzzles.BONUS!Defineeachwordinthepuzzle.Hint:ThereisaglossaryattheendofthisStudyGuide.Lower Level:

ALXASAURUS FEATHERS MESOZOIC TRACKWAY

CRETACEOUS GIGANTORAPTOR PALEONTOLOGIST TRIASSIC

DINOSAUR JURASSIC PANGAEA VELOCIRAPTOR

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

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

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

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

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

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

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

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

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

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

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

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

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

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

NameClassDate


Level 2:

ALXASAURUS JURASSIC SAUROPOD

COPROLITE MESOZOIC STEGOSAURUS

CRETACEOUS MICRORAPTOR THEROPOD

DILOPHOSAURUS ORNITHOPOD TRACKWAY

FOSSILS OVIPAROUS TRIASSIC

GIGANTORAPTOR PARASAUROLOPHUS TYRANNOSAURUS

K R Q F B D X K C L R R D G M O C T T T Y GN Z O G O E P D I L O P H O S A U R U S C SO O I T S S H S U H P O L O R U A S A R A PR B S O P E S A F Y Y F T A L C F J H B I SE E U A R A D I O O G N P G K R Z Z F E H UI R E A U F R C L O I T R W P J P T D H J RU O V I P A R O U S O U A V L R N G B O D UH B W A D I U P R R S Y R L A M I N M O R AX O U N X R P S P C J U R A S S I C P O G SE T A O O C S Q I D I O G F R U T O T C T OC I S S A I R T S O V M N Z T M R P D A J GR V D I M O V Y Z P F M O M A E A R I T Z EE C M A Z Z Q R F O G D V W H R G O D D F TT Z Q S P O I A E R N J I T O E S L O Y N SA C E X S S Q N M U P R W T Q V U I P E K BC B T P L E I N Y A E O N M C F D T O F V UE T O I A M Q O A S K A Z S W N C E H N S DO T Q E X A S S G Q G Z H J E G B T T H B ZU B K Q N Q B A G I B A J G M V D Q I O T MS N D M C F N U G T R T Y L R R L W N E T GO A S A V Y K R V H M V R J W B D T R F J CX E I T O G A U Y F Q R W M G X Y N O Y D AH A L A L X A S A U R U S A E I Q L B N V S

NameClassDate


Answer KeysField Trip Activity1. Irritator2 Tyrannosaurus rex3. Parasaurolophus4. Mojoceratops 5. Herrerasaurus6. Allosaurus7. Kosmoceratops8. Ruyangosaurus9. Pachyrhinosaurus10. Huayangosaurus11. LateCretaceous12. Colorado,Wyoming,Utah

13. Alberta14. (inchronologicalorder) Herrerasaurus Mid-Triassic 231.4Mya Allosaurus LateJurassic 150Mya Irritator EarlyCretaceous110Mya Ruyangosaurus LateCretaceous 99.6-83.9Mya Kosmoceratops LateCretaceous 76.4-75.5Mya Mojoceratops LateCretaceous 75-74Mya Pachyrhinosaurus LateCretaceous 73.5-71Mya Parasaurolophus LateCretaceous 72Mya Tyrannosaurus rex LateCretaceous 65Mya

Lesson 1: Form and FunctionActivity 1: Elementary School (Grades K - 5)1.Answerswillvary2.No

Activity 2: Middle and High School (Grades 6 - 12)1.k2.e3.g4.j5.c6.b7.d8.l9.f10.a11.h12.i13.Alargesauropod:ApatosaurusLesson 2: Dinosaur Detectives


Name Birth-Death Nationality Answers may vary: dinosaur names may include…

RoyC.Andrews 1884-1960 American Oviraptor, Velociraptor, Saurornithoides

BarnumBrown 1873-1963 American Ankylosaurus, Corythosaurus, Leptoceratops, Saurolophus

WilliamBuckland 1784-1856 British Megalosaurus

EdwardD.Cope 1840-1897 American Camarasaurus, Coelophysis, Dimetrodon

LawrenceM.Lambe 1849-1934 Canadian Chasmosaurus, Edmontosaurus, Euoplocephalus, Styracosaurus

JosephLeidy 1823-1891 American Hadrosaurus

GideonMantell 1790-1852 British Iguanodon, Hylaeosaurus

OthnielC.Marsh 1831-1899 American Allosaurus, Apatosaurus, Diplodocus, Stegosaurus, Triceratops

HenryF.Osborn 1857-1935 American T. rex, Pentaceratops, Ornitholestes, Velociraptor

HermannvonMeyer 1801-1869 German Archaeopteryx, Rhamphorhynchus, Plateosaurus


1. WilliamBuckland,1784.2. American.3. Answersmayvary.BestanswersshouldsuggestthatmoredinosaurswerefoundinAmericaatthattimethan

anywhereelse.4. Bargraph:

6

5

4

3

2

1

American British Canadian German

Activity 3: Middle and High School (Grades 6 - 12)1. Physicist:describedhowanasteroidstrikingtheEarthledtothedinosaurs’extinction.2. Sculptor/artist:createdthefirstdinosaurmodelsandstatues.3. Geologist:proposedageologictimescale,estimatedtheageoftheEarthasoldenoughtoincludemillionsof

yearsofdinosaurs.4. Meteorologist/geologist:proposedthetheoryofcontinentaldrift(platetectonics),whichexplainshowthesame

dinosaursarefoundondifferentcontinents.

Lesson 3: Mesozoic MathActivity 1 : Elementary School (Grades K - 5)1. Baryonyx2. Baryonyx, Parasaurolophus, Stegosaurus, Triceratops3. Tyrannosaurus rex


4. a)132m b)435.6ft5. 24÷4=67 a)about2 b)about1½ c)about18 a)43.6ft b)29.7ft c)34.7ft

9. EarlyCretaceous,Mid-Jurassic10 a)LateJurassic b)5/10=½=0.5=50%11 a)65,000,000 b)6.5X107

Activity 2: Middle and High School (Grades 6 - 12)1.1/502.3feet3.40feet,probablynot

Lesson 4: Fossil Stories

Activity 1 : Elementary School (Grades K - 5)1. OldestistheCleveland-Lloyd/Utah.YoungestisPipestoneCreek/Alberta.2. 19293. Becauseithasmanymorefossilsfromcarnivoredinosaursthanherbivoredinosaurs4. Herbivores5. Allosaurus6. AlLakusta,scienceteacher7. Pachyrhinosaurus8. Thefossilsarealmostentirelyfromonespecies9. Athicknosebone10.Eggs11.Dinosaurs12.Thefossilsaregonebecausetheywereusedbylocalpeopleformedicine13. Itsneckandtailwereshorterinrelationtotherestofitshugebody,whencomparedtoearlierlargesauropods.Crossword PuzzlesLower levelAcross: 2.Xenotarsosaurus3.Velociraptor7.Triceratops9.Allosaurus10.BradycnemeDown: 1.Gallimimus4.Agilisaurus5.Pachyrhinosaurus6.Baryonyx7.Tylocephale8.Iguanodon

Upper LevelAcross: 2.Tylocephale3.Yangchuanosaurus4.Xenotarsosaurus8.Gallimimus11.PachycephalosaurusDown: 1.Metriacanthosaurus5.Apatosaurus6.Agilisaurus7.Iguanadon9.Omeisaurus10.Nanosaurus


Logic PuzzlesLower levelParasaurolophus –LateCretaceous –NorthAmericaBaryonyx –EarlyCretaceous –EuropeMamenchisaurus –LateJurassic –China

Upper levelMid-Jurassic –Agilisaurus –4feet –ChinaLateJurassic –Apatosaurus –70feet –US&MexicoEarlyCretaceous –Baryonyx –30feet –EuropeLateCretaceous –Protoceratops –5-8feet –Mongolia

Word Searches

Lower Level

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Upper Level


Recommended ReadingConsultthesebookstolearnmoreaboutyourfavoritedinosaurs.Buildyourowndinosaurlibrarytofollow-uponwhatyoulearnedduringyourfieldtripandexplorethelatestdiscoveriesandtheoriesindinosaurresearch!Ages 4 – 8Hughes, Catherine D. National Geographic Little

Kids First Big Book of Dinosaurs.NationalGeographicChildren’sBooks,2011.

Judge,Lita.Born to be Giants: How Baby Dinosaurs Grew to Rule the World.FlashPoint,2010.

Kudlinski,KathleenV.Boy, Were We Wrong About Dinosaurs!Puffin,2008.

Priddy,Roger.My Big Dinosaur World.PriddyBooks,2008.

Theodorou,Rod.I Wonder Why Triceratops Had Horns.Kingfisher,2011.

Zoehfeld,KathleenWiedner.Where did Dinosaurs Come From? Collins,2010.

Zoehfeld,KathleenWiedner.Did Dinosaurs Have Feathers?Collins,2003.

Zoehfeld,KathleenWiedner.National Geographic Readers: Dinosaurs.NationalGeographicChildren’sBooks,2011.

Ages 9 – 12Barrett,Paul.National Geographic Dinosaurs.National

GeographicChildren’sBooks,2001.Bishop,Nic.Digging for Bird Dinosaurs: An Expedition

to Madagascar (Scientists in the Field Series).Sandpiper,2002.

Holmes,Thom.Feathered Dinosaurs: The Origins of Birds.Enslow,2002.

Lambert,David.Dinosaur (DK Eyewitness Books).DKChildren,2010.

Lessem,Don.National Geographic Kids Ultimate Dinopedia: The Most Complete Dinosaur Reference Ever.NationalGeographicChildren’sBooks,2010.

ManningPhillip.Dinomummy.Kingfisher,2007.Parker,Steve.Age of Dinosaurs.NaturalHistory

Museum,2011.

Williams,Judith.The Discovery and Mystery of a Dinosaur Named Jane.Enslow,2007.

Young Adult & AboveBrusatte,Steve&MichaelBenton.Dinosaurs.

Quercus,2010.Chen,Pei-ji,Yuan-gingWang,&Mee-MannChang

(eds).The Jehol Fossils: The Emergence of Feathered Dinosaurs, Beaked Birds & Flowering Plants.AcademicPress,2008.

Currie,PhilipJ.&JoshLong.Dino Gangs.Collins,2011.

Haines,Tim&PaulChambers.The Complete Guide to Prehistoric Life.FireflyBooks,2007.

Holtz,ThomasR.Dinosaurs: The Most Complete, Up-to-Date Encyclopedia for Dinosaur Lovers of All Ages.RandomHouseBooksforYoungReaders,2007.

Long,John.Feathered Dinosaurs: The Origin of Birds.OxfordUniversityPressUSA,2008.

Nash,Darren.The Great Dinosaur Discoveries.UniversityofCaliforniaPress,2009.

Sampson,ScottD.Dinosaur Odyssey: Fossil Threads in the Web of Life.UniversityofCaliforniaPress,2011.

With the increase in new discoveries and theories about feathered dinosaurs, like Confuciusornis, the transition between dinosaurs and birds is often discussed in recent dinosaur literature.


Dinosaur DataDoyouwantacrashcourseinpaleontology?Hereiswhatyouneedtoknowaboutsomeofthedinosaursyouwillencounteronyourfieldtrip.Impressyourfriendsandfamilyasyourattleoffthesefascinatingfactsandfigures!

Foreachdinosaur,youwillfindtheorder,suborder,meaningofthename,howtopronouncethename,theperiodinwhichitlived,thelocationswherefossilshavebeenfound,theestimatedlengthandheightandtheyearinwhichthatdinosaurwasofficiallynamed.EachdinosauralsohasthreereallygreatQuickFactsthatyoudefinitelywanttocheckout.

Educators! Dinosaur Data can also be used as reference material in your classroom. Dig around and use thisinformation formathandstatisticsexercisesaswellasadditional lessons ingeography (map the locations)andhistory(createatimelineoftheyears).

Come face-to-teeth with the life-sized Tyrannosaurus rex, both as a sub-adult and an adult, at DINOSAURS ALIVE! exhibition designers hand-carve the models and the installation crew hand sews the separate pieces together using suture needles.


ALLOSAURUSOrder:SaurischiaSuborder:Theropoda

Means DifferentlizardPronunciation AL–uh-SOR-usPeriod LateJurassic

Where

NorthAmerica:USA–Montana,NorthDakota,SouthDakota,Nebraska,Kansas,WyomingandColorado;Europe:Portugal

Length Upto12meters(39feet)Height 5meters(16feet)Namedin 1877

Quick Facts: • Atwo-leggedmeat-eater,Allosauruscouldopenitsjawsextrawide,likesomemodernsnakes,toswallowhuge

chunksofmeat.• Afiercecarnivore,Allosaurususedsharp,serratedteethtoslicethroughflesh.• Inthe1920s,theremainsof44AllosaurusandseveralotherdinosaurswerefoundtogetherattheCleveland-

LloydQuarryinUtah.

APATOSAURUSOrder:SaurischiaSuborder:Sauropodomorpha

Means DeceptivelizardPronunciation uh-PAT-uh-SOAR-usPeriod LateJurassic

WhereNorthAmerica:USA–Wyoming,Utah,ColoradoandOklahoma

Length 23meters(75feet)Height 4.5meters(15feet)Namedin 1877

Quick Facts:• Apatosaurusatehugeamountsofplantseachday:200kgor440lbs,whichisthesameaseatingabout22car

tireseveryday.• AyoungApatosaurusgrewquicklyandcouldgainasmuchas6lbsperday.• Weusedtothinkthatbecausethisanimalwassohuge,itmusthavespentmostofitslifeinwaterjusttosupport

itsweight.However,itisnowbelievedtohavelivedmostlyonland.


BARYONYXOrder:SaurischiaSuborder:Theropoda

Means HeavyclawPronunciation BEAR-ee-ON-ixPeriod EarlyCretaceous

WhereEurope: England, Northern Spain; Africa:Morocco

Length 9meters(30feet)Height 2meters(6feet)Namedin 1987

Quick Facts:• AlthoughBaryonyxwasatruedinosaur,itwasalsoverysimilartocrocodiles.• Baryonyxwasoneofthefewdinosaursthatfished.Afossilwasfoundwithafossilizedfishinitsstomach.• Baryonyx,with64teethinitslowerjawand32largerteethinitsupperjaw,hadabouttwiceasmanyteethas

Tyrannosaurus rex.

DILOPHOSAURUSOrder:SaurischiaSuborder:TheropodaMeans Two-crestedlizardPronunciation die-LOF-uh-SOAR-usPeriod EarlyJurassic

WhereNorthAmerica:USA–Arizona;Asia:China

Length 6meters(20feet)Height 2.4meters(8feet)Namedin 1.5meters(5feet)Namedin 1970

Quick Facts:• In1942,thefirstDilophosaurusfossilswerediscoveredbySamWellesinArizona.• OthercarnivorousdinosaurslivinginthesametimeperiodincludedCoelophysisandSyntarsus,whichwereboth

smallerthanDilophosaurus.• Ithadadewclaw–afunctionless,shorterdigitorclaw–onitsbacklegs,similartowhatyoucanseeonsome

dogs,birdsandreptilestoday.


HUAYANGOSAURUSOrder:OrnithischiaSuborder:Thyreophora

Means HuayanglizardPronunciation hoi-YANG-uh-SAUR-usPeriod Mid-JurassicWhere Asia:China–SichuanProvinceLength 4meters(13feet)Height 1.8meters(6feet)Namedin 1982

Quick Facts:• Thespikyplatesonitsbackmayhavebeenforprotectionortolookattractiveforamate.• Thoselarge,spinyprojectionswouldhavehelpedtoregulatebodytemperature,bybothcollectinganddumping

excessheat.• “Huayang”isanothernameforSichuan,theplaceinChinawheretheHuayangosauruswasdiscovered.

MAMENCHISAURUSOrder:SaurischiaSuborder:Sauropodomorpha

Means MamenchilizardPronunciation ma-MEN-chee-SOR-usPeriod LateJurassicWhere Asia:China–SichuanProvinceLength Upto24meters(80feet)Height 3.3meters(11feet)Namedin 1954

Quick Facts:• ScientistsusedtothinkMamenchisauruslivedmainlyinthewater,floatingitstinyheadontopofthewaterand

breathingthroughthenostrilsontopofitssnout.However,itisnowbelievedtohavelivedonland.• Mamenchisauruswasanherbivoreand livedduringa timewhentheEarthwasverywarmandwet–agreat

environmentforgrowingplants.• Mamenchisauruswasdiscoveredbyworkersduringconstructiononahighwaybridgein1954.


OMEISAURUSOrder:SaurischiaSuborder:Sauropodomorpha

Means MountEmeilizardPronunciation oh-MY-ee-SOAR-usPeriod LateJurassicWhere Asia:China–SichuanProvinceLength Upto20meters(66feet)Height 4meters(13feet)Namedin 1939

Quick Facts:• Omeisaurus’snostrilswereclosertothefrontofitssnoutthanonothersauropods.• ManymodelsandpicturesstillshowOmeisaurusthewaypaleontologiststhoughtitlookedbeforewelearnedit

couldn’traiseitsneckandheadthatfarup.• Thelarge,cervical(neck)vertebraehadahoneycombstructure–alittlelikethewaybridgesarebuilttoday–to

keepthemlightbutstrong.

PARASAUROLOPHUSOrder:OrnithischiaSuborder:Ornithopoda

Means Close-to-crestedlizardPronunciation PAIR-uh-so-ROL-uh-PHUSPeriod LateCretaceous

WhereNorthAmerica:USA–NewMexico,Utah;Canada–Alberta


Quick Facts:• Atfirst,paleontologiststhoughtthisdinosaurmayhavelivedinthewateranduseditscrestlikeasnorkel!• Parasaurolophusareknownasthe“cowsoftheCretaceous”becausethereweresomanyofthemandtheylived

inherds.• Parasaurolophusseemstohavehadrough,bumpy,pebbly-texturedskin.


STEGOSAURUSOrder:OrnithischiaSuborder:Thyreophora

Means RooflizardPronunciation STEG-o-sawr-usPeriod LateJurassic

WhereNorth America: USA – Montana, NorthDakota, South Dakota, Nebraska, Kansas,WyomingandColorado;Europe:Portugal


Quick Facts:• TheplatesonitsbackmadetheStegosauruslooklargertoitsenemyandmayhavealsodiscouragedattackby

predators.• Stegosaurushadfivetoesonitsfrontfeet,butonlythreeonitsbackfeet.• Becauseitsbrainwassotiny,Stegosauruswasprobablyoneoftheleastintelligentdinosaurs.

TRICERATOPSOrder:OrnithischiaSuborder:Marginocephalia

Means Three-hornedfacePronunciation try-SER-uh-TOPSPeriod LateCretaceous

WhereNorthAmerica:USA–Colorado,Montana,South Dakota and Wyoming; Canada –AlbertaandSaskatchewan


Quick Facts:• The large neck frill on Triceratops probably helped keep its body temperature normal and protected it from

predatorslikeTyrannosaurus rex.• OneTriceratopssurvivedafteraTyrannosaurus rexbitoffhalfofahorn!• It’seasytolookatTriceratopsandseeitsresemblancetoamodernrhinoceros,buttheyarenotrelated.Rhinos

aremammals.


TYRANNOSAURUS REXOrder:SaurischiaSuborder:Theropoda

Means KingofthetyrantlizardsPronunciation tuh-RAN-uh-SOR-usrecksPeriod LateCretaceous

WhereNorthAmerica:USA–Colorado,Montana,SouthDakotaandWyoming;Canada–Alberta

Length Upto13meters(43feet)Height 4meters(13feet)Namedin 1905

Quick Facts:• Usuallyitisimpossibletoknowifafossilcamefromamaleorfemale,butoneTyrannosaurus rexwasdefinitelya

girl;alegbonecontainedaspecialinnerlayeronlyfoundinfemalebirds.• ATyrannosaurus rex’slowerjawcoulddeliver10,000newtonsofforce–whichislikebeingabletoliftasemi-

trailerwithyourmouth!• T. rexofallageshavebeenfoundtogether,whichmeansthisdinosaurwaspossiblynotthesolitarypredatorliving

alone,asisoftenshown.

YANGCHUANOSAURUSOrder:OrnithischiaSuborder:Marginocephalia

Means Yang-chuanlizardPronunciation yang-chewON-uh-SOR-usPeriod LateJurassicWhere Asia:China–SichuanProvinceLength 10meters(33feet)Height 4.5meters(15feet)Namedin 1978

Quick Facts:• YangchuanosaurusisthelargestLateJurassicpredatoreverfoundinChinasofar.• Bycomparingthesizeofitsbraintotheweightofitsbody,Yangchuanosaurusseemstohavebeenfairlyintelligent

foradinosaur.• ThisdinosaurlivedinthesametimeandplaceasthegiantsauropodsOmeisaurusandMamenchisaurus.


Discovering DinosaursFascinating FactsYoucanadaptthesefunfactsaboutdinosaursfortriviacontests, Jeopardy and Bingo games or a DinosaurFact-of-the-Daycalendar. Theyaredivided intothreecategories. “Species Specifics” contains informationaboutparticularkindsofdinosaurs. “FindingFossils”listsinterestingfactsaboutfindingandstudyingfossils.Finally, “Dinosaur Domain” describes fascinatingdetails about dinosaurs living and adapting in theirworldformillionsofyears.Species Specifics• AlthoughStegosauruswasaboutthesizeofabus,it

hadasmallhead(thesizeofahorse’shead)andabrainthatwasonlythesizeofawalnut!

• Ankylosaurus was one of the last dinosaurs to goextinct, probably because of its heavy armor andslowmetabolism.

• In 1925, Allosaurus was featured in the movie TheLost World, the first full-length dinosaur movie –makingitthefirstmovie-stardinosaur.

• Not all sauropods were gigantic behemoths likeArgentinosaurus (30 - 36 meters, or 98 - 118 feet)or had incredibly long necks like Mamenchisaurus.Some, like Magyarosaurus, found in Romania in2005,were“small”atonly5.3meters(17feet)long.

• One of the largest complete dinosaurs everdiscoveredwasBrachiosaurus (“arm lizard”)whichwas82feet(twolargeschoolbuses)longand42feet(a4storybuilding)tall.

• One of the most intelligent dinosaurs was Troodon.Ithadabrainthesizeofamammalorbirdoftoday,plus stereoscopic (binocular) vision and graspinghands.

• Oneofthesmallerdinosaurswasonlyslightlylargerthanachicken.Compsognathus(“prettyjaw”)was3feetlongandweighedabout6.5pounds.

• The biggest carnivores were theropods from theCretaceousPeriod,suchasTyrannosaurus rex.

• The dinosaur Gasosaurus was named for the gascompanyunderconstructionintheareawhenitwas

discoveredintheDashanpuQuarry.• The dinosaur once known as “Brontosaurus”

no longer exists! It was actually the sauropodApatosaurus with a Camarasaurus skull incorrectlyattachedtotheskeleton.

• The dinosaur with the longest name isMicropachycephalosaurus,whichmeans“tiny,thick-headedlizard”.

• ThefierceT. rexbeganlifeasafuzzy,featheredbaby.• ThefirstdinosaurtobenamedwasMegalosaurus,in

1824byReverendWilliamBuckland.• WhenthefirstTriceratopswasdiscovered,scientists

classified itassomethingsimilar toabuffalo,notadinosaur.

• The remains of a “new” species of ceratopsia(horned-face)dinosaur,Mojoceratops,wererecentlyfound mixed in with a collection of fossils from asimilar-lookingdinosaurattheAmericanMuseumofNaturalHistoryinNewYorkCity.

Mojoceratops

Finding Fossils• Ancient traditional Chinese medicines that called

for“dragonbones”wereactuallyusingthefossilizedbonesofa titanosaursauropod fromtheearlyLateCretaceousPeriod!

• Inthe1970s,afossilwasfoundintheGobidesertofaProtoceratopsandaVelociraptorfighting.

• Over 700 different species of dinosaurs have beenidentified and named based on fossil evidence.However,paleontologistsbelievethattherearemanymorenewanddifferentdinosaurspeciesstill tobediscovered.


• ThefirstentiredinosaurskeletonfossilwasfoundinNewJerseyin1858.

• Only about 3% of dinosaur fossils found are fromcarnivores.

Dinosaur Domain• Beforedinosaursfirstevolvedabout230millionyears

ago, the dominant land reptiles were archosaurs(“ruling lizards”) and therapsids (“mammal-likereptiles”). For the next 20 million years after thefirstdinosaursappeared,themostfearsomereptileswerecrocodiles,notdinosaurs.

• Dinosaurs and modern birds share over 90anatomicalfeatures,includingtheneck,wristbonesandbreastbone.

• Hadrosaur nests have been found complete withfossils of babies. The babies have slightly wornteeth,suggestingthattheywereprobablyfedbytheirparents.

• Hadrosaurs,oftencalledduck-billeddinosaurs,weretheonlydinosaurstodevelopcheeksandtheyalsohadmoreteeththananyotherdinosaurs.

• Mostdinosaurswereherbivores,meaningthat theyateplants.

• Sauropodshadmorephalanges(digits,likefingersortoes)ontheir“feet”thanontheir“hands.”

• Some ankylosaurid dinosaurs were so heavilycovered with armored plates that they even hadarmoredeyelids.

• Somedinosaurshadreplaceableteeth;whenatoothwas lost or broken, another one grew in to take itsplace.

• Some scientists think that the growth rates oftheropods show a pattern much closer to otheranimalsthatarewarm-blooded,notcold-blooded.

• The biggest dinosaurs were sauropods – gigantic,slow-moving,small-headedherbivoresfromtheLateJurassicandCretaceousPeriods.

• VariousdinosaurslivedonEarthforabout165millionyears. Humans have only been around for about 1millionyears.

• At the Dashanpu Quarry in China, scientists areworking in an area that may contain the singlegreatestconcentrationofdinosaurfossilsever.

• Dinosaurfossilshavebeenfoundin35USstatesandoneverycontinent.

• Inthe1800s,coprolite(fossilizeddinosaurdung)wasminedinEnglandforfertilizer.DuringWWI,coprolitewasusedinthemakingofmunitions.

• MoreAllosaurusfossilshavebeenfoundthanforanyotherdinosaurssofar.

• Thefirstdecadeofthe21stcenturyhasseenroguefossil hunters steal everything from a set of 30theropodfootprints inEnglandtohundredsofeggsfromChinaandMongolia.

• Thetermdinosaur(“terriblelizard”)wascreatedbytheEnglishanatomistSirRichardOwenintheearly1840’swhenfossilhuntingwasgrowinginpopularity.

• Theonlydinosaurswecanknowaboutaretheonesthat leave fossils, but fossilization is a very rareprocess.

• Whenthefirstdinosaurslived,theEarth’slandwasformedintoonebigsupercontinentcalledPangaea,whichiswhywefindfossilsfromthesamedinosaursonmorethanonecontinent.

Velociraptor


animatronics Usingtechnologytoanimatemotorizedmodels.

apex Top-most,highest-ranking.

Appalachia DuringtheCretaceousPeriod,theeasternareaofthelandmassthatwouldbecomethecontinentofNorthAmerica.

archosaurs The“rulingreptiles”groupincludingdinosaurs,crocodilesandpterosaurs.

avian Bird-like.

binocularvision Theabilitytomaintainfocusonanobjectwithbotheyes,creatingasinglevisualimageandindicatingdepthperception.

bi-pedalismWalkingontwofeet;aformofterrestriallocomotionwhereanorganismmovesonitstworearlimbs,orlegs.Ananimalthatusuallymovesinabi-pedalmannerisknownasabiped,meaning“twofeet.”

bonebed Alayerofrockwithaverylargenumberoffossilsoftenformedwhenfloodsorvolcaniceruptionsquicklyoverwhelmedgroupsofdinosaurs.

BoneWarsA period of intense rivalry between two paleontologists (Edward Drinker Cope andOthnielCharlesMarsh)attheendofthe19thcenturytoseewhocouldcollectthemostfossilsandidentifythemostnewspeciesofdinosaurs.

carcass Deadbodyofananimal.

carnivore Ananimalthatfeedsonthefleshofotheranimals.

cervical Pertainingtotheneck.

ChicxulubCraterAncientimpactcraterbeneaththeYucatanPeninsulainMexicocreatedapproximately65 million years ago, believed to have begun a series of global events and climatechangesleadingtothedinosaurs’extinction.

cladisticanalysis Biologicalsystematicsthatclassifyorganismsintohierarchicalgroups,basedonthebranchingsofdifferentgroupsfromacommonancestor.

Cleveland-LloydQuarry ANationalNaturalLandmarkintheSanRafaelSwellnearCleveland,Utah.ItcontainsthedensestconcentrationofJurassicdinosaurfossilsfoundthusfar.

cold-blooded Animalsthatrelyupontheoutsidetemperaturetoregulatetheirbodytemperature.

convergentevolution Whenunrelatedspeciesdevelopsimilarbiological traits; forexample,wings inbatsandbirds,orfacialhornsinaRhinocerosandTriceratops.

coprolite Fossilizeddinosaurdung.

CretaceousEra 145to65millionyearsago.

DashanpuQuarryAsiteintheSichuanProvinceofChinawheremanydinosaurfossils,includingsevenspeciesoftheropods,tenspeciesofsauropods,fourstegosaurs,andapterosaur,havebeenfound.

digit Fingerortoe.

dinosaur Literalmeaningis“terriblelizard”.Dinosaurs,whichlivedmillionsofyearsago,wereoneofseveralkindsofprehistoricreptilesthatlivedduringtheMesozoicEra.

GLOSSARY


evolutionChangeinthegeneticcompositionofapopulationduringsuccessivegenerations,asaresultofnaturalselectionofthegeneticvariationamongindividuals,andresultinginthedevelopmentofnewspecies.

excavate Todigintheearthcarefullyinordertofindburiedobjects,suchasskeletons.

extant Stillalive,notextinct.

extinct

Theceasingtoexistofaspecies,suchasaplantoranimal,whosenumbersdeclinedtothepointwherethelastmemberofthespeciesdiedandnonewmembersofthespeciescouldeveragainbeborn.Speciesbecomeextinctwhentheyareunabletoadapttochangesintheenvironmentorcompeteeffectivelywithotherorganisms.

fieldgearEquipment needed by dinosaur hunters ranging from simple hand tools such ashammers, chisels and shovels to earth-moving equipment such as bulldozers andtrucks.

fieldjackets Plaster-soakedburlap“bandages”—muchlikeacastwhichprotectsabrokenarm—thatkeepfragilefossilpiecestogetherandstableduringtransporttothelaboratory.

fossil “Havingbeendugup.” The remainsofa living thingwhichhasbeenburied in theground,replacedbymineralsandturnedtostone.

furcula The“wishbone”foundinbirds,formedbythefusingofthetwoclavicles,whichhasalsobeenfoundintheropods.

gastroliths Stomachstonesthataidedwithdigestioninsomeherbivores;gizzardstones.

Gondwana LargelandmassformedfromthecontinentsthatwouldbecomeSouthAmerica,Africa,Australia,andAntarctica.

herbivore Ananimalthateatsplants.

holotype Thespecimenorsampleusedintheoriginaldescriptionofaspecies.

ichnite Fossilizedfootprint.

JurassicEra 200to145millionyearsago.

juvenile Young,notfullygrown.

Laramadia DuringtheCretaceousPeriod,thewesternareaofthelandmassthatwouldbecomethecontinentofNorthAmerica.

Laurasia Large landmass formed from the continents that would become North America,EuropeandAsia.

mammalAnyofaclassofwarm-bloodedhighervertebratesthatnourishtheiryoungwithmilk,secretedbymammaryglands,havetheskinusuallymoreor lesscoveredwithhair,andincludeshumans.

massextinction Theprocessinwhichhugenumbersofspeciesdieoutsuddenly.Thedinosaurs(andmanyotherspecies)becameextinct,possiblybecauseofanasteroidthathittheearth.

medullarybone Atypeofsofttissuefoundinthelegbonesofpresent-dayfemalebirdsonlyduringovulation.

MesozoicEraThisera(“TheAgeofReptiles”)occurredfrom250to65millionyearsago.Itisdividedinto the Triassic, Jurassic and Cretaceous Periods, when dinosaurs, mammals andfloweringplantsevolved.

Mya Millionyearsago.Alsocanbewrittenas“mya”.


naturalselection

A process whereby helpful traits (those that increase the chance of survival andreproduction) become more common in a population while harmful traits becomeincreasinglyrare.Individualswithadvantageoustraitsaremorelikelytosurviveandreproduce,resultinginmoreindividualsofthenextgenerationinheritingthosetraits.

nostrils Theholesinthenosethroughwhichairpassesduringbreathing.

omnivore Ananimalthatfeedsoneverything.

ornithopod Bird-hippeddinosaurs.Allthesedinosaurswereherbivores.

oviparous Reproductionbyproducingeggsthathatchoutsideofthebody.

paleontologist Ascientistwhodealswiththelifeofpastgeologicalperiodsasknownbyfossilremains.

Pangea TheglobalsupercontinentformedduringthePaleozoicEra,whicheventuallyseparatedandformedthecontinentswerecognizetoday.

permineralization Whenmineral-richgroundwaterpermeatesacellorplantwallanddepositsmineralsinthespacesthatonceheldgasorliquidinthelivingorganism.

predator Ananimalthathunts,catchesandeatsotheranimals(theprey).

prehistoric Thetimebeforehumansbegantorecordevents.

preparators Labworkerswhopreparefossilsforfutureexaminationanduse.

prey Ananimalthatishuntedandeatenbyotheranimals.

protofeathers “Firstfeathers”orthefilament-likeprecursorstofeathersthatsomedinosaurshad.

pterosaur

“Wingedlizards”whohadanelongatedfourthfingerthatsupportedamembranouswing.FirstevolvedinthelatterthirdoftheTriassicPeriodandsurviveduntiltheendoftheCretaceous.Theseanimalswerenotdinosaursbutwerecloselyrelatedtobothdinosaursandcrocodiles.

quadrupedalism Aformofanimallocomotionwithfourlimbsorlegs.Ananimalthatusuallymovesthiswayisknownasaquadruped,meaning“fourfeet”.

reptilesAclassofair-breathingscalybodiedvertebratesincludingalligatorsandcrocodiles,lizards,snakes,turtlesandextinctrelatedforms(likedinosaursandpterosaurs)thatlayeggswhicharefertilizedinternally.

sauropodLizard-hipped/footed,quadrupeddinosaurs,suchasdiplodocids,brachiosauridsandtitanosaurs.Thesedinosaurswereherbivoresandweresomeofthelargestanimalsevertoliveonland.

scute Abonyplateembeddedintheskin,foundonarmoreddinosaursandonthelegsofmodernbirds;madeofthesamekeratinproteinfoundinfeathers.

sedimentaryrock Rockformedfromlayersofsedimentlikemud,siltandsandcarriedbywater,iceandwind;itisakindofrockwherefossilsarefound.

serrated Sharpandjagged,notched,orsaw-like.

snout Thenose,jawandfrontpartofthefaceonananimal’shead.

theropod Beast-footeddinosaurs,includingallosaurs,tyrannosaursandoviraptors.Allofthesedinosaurswerecarnivores.

tracefossils Fossilsoffootprints,eggshells,nestsanddroppings.

trackways Pathsoffootprintfossils.


TriassicPeriod 250to200millionyearsago.

vertebrae Thebonesegmentsinthespine.

WesternInteriorSeaway DuringtheCretaceousPeriod,theshallow,inlandseadividingthecontinentthatwouldbecomeNorthAmerica.


National Curriculum StandardsScience K-4Science As Inquiry:Abilitiesnecessarytodoscientific

inquiryLife Science:LifecyclesoforganismsEarth And Space Science:ChangesinearthandskyScience And Technology:Abilitiesoftechnological

design;Understandingaboutscienceandtechnology

History Of Nature And Science:Scienceasahumanendeavor

5-8Science As Inquiry:Abilitiesnecessarytodoscientific

inquiryLife Science: DiversityandadaptationsoforganismsEarth And Space Science: Earth’shistory

Science And Technology:Abilitiesoftechnologicaldesign;Understandingaboutscienceandtechnology

History And Nature Of Science:Scienceasahumanendeavor;Historyofscience

9-12Science As Inquiry:Abilitiesnecessarytodoscientific

inquiryLife Science:BehavioroforganismsEarth And Space Science:Originandevolutionofthe

earthsystemScience And Technology:Abilitiesoftechnological

design;Understandingaboutscienceandtechnology

History And Nature Of Science:Scienceasahumanendeavor;Historicalperspectives

Technology 1. Creativity and Innovationc.usemodelsandsimulationstoexplorecomplex

systemsandissues.

3. Research and Information Fluencyb.locate,organize,analyze,evaluate,synthesize,and

ethicallyuseinformationfromavarietyofsourcesandmedia.

d.processdataandreportresults.

4. Critical Thinking, Problem Solving, and Decision Making

b.planandmanageactivitiestodevelopasolutionorcompleteaproject.

c.collectandanalyzedatatoidentifysolutionsand/ormakeinformeddecisions.

Mathematics

Number and Operations• Understandnumbers,waysofrepresenting

numbers,relationshipsamongnumbers,andnumbersystems

• Understandmeaningsofoperationsandhowtheyrelatetooneanother

• Computefluentlyandmakereasonableestimates


Algebra• Usemathematicalmodelstorepresentand

understandquantitativerelationships

Geometry• Applytransformationsandusesymmetrytoanalyze

mathematicalsituations• Usevisualization,spatialreasoning,andgeometric

modelingtosolveproblems

Measurement• Understandmeasurableattributesofobjectsand

theunits,systems,andprocessesofmeasurement

• Applyappropriatetechniques,tools,andformulastodeterminemeasurements.

Data Analysis and Probability• Formulatequestionsthatcanbeaddressedwith

dataandcollect,organize,anddisplayrelevantdatatoanswerthem

• Selectanduseappropriatestatisticalmethodstoanalyzedata

Process• Reasoningandproof• Connections

GeographyPhysical Systems:UnderstandthephysicalprocessesthatshapethepatternsofEarth’ssurface.

The Uses of Geography:Understandhowtoapplygeographytointerpretthepast.


State Curriculum Standards (expanded)

WeknowhowimportantitisforyoutobeabletojustifyFieldTripsanddocumenthowinstructionaltimeisspentoutsideofyourclassroom.Withthatinmind,theactivitiesinthisEducator’sGuideandtheexperienceyourclasswillhaveduringtheirFieldTriptoDinosaursAlive!havebeendirectlycorrelatedtothecurriculumrequirementsforyourstate,asincludedonthislist.

ThisitemizedoverviewmakesiteasierthaneverforyoutotieaFieldTriptoDinosaursAlive!toyourin-classteachingunits and support the time and expense. Below you fill find a detailed summary - listed by state, subject, andgradelevel-oftheexpressconnectionsbetweentheeducationalthemesofDinosaursAlive!andyourclassroominstruction.

PENNSYLVANIA

ThesecurriculumcorrelationsdemonstratehowthelessonplansandactivitiesinthisEducator’sGuidealongwiththe Field Trip experience at Dinosaurs Alive! satisfy requirements for Science and Technology and EngineeringEducation,andSocialStudiesforgradesK–12inPennsylvania.Fourthgradeandseventhgradescienceteacherswill be particularly interested in the Related Academic Standards, Assessment Anchors, and Eligible Contentprovided.

Science and Technology and Engineering Education

GRADE 3RelatedAcademicStandards

• 3.1.3.C2Describeanimalcharacteristicsthatarenecessaryforsurvival.• 3.1.3.C3ConstancyandChange:Recognizethatfossilsprovideuswithinformationaboutlivingthingsthat

inhabitedtheEarthlongago• 3.1.3.C4Distinguishbetweenscientificfactandopinion.Askquestionsaboutobjects,organisms,andevents.

Understand that all scientific investigations involve asking and answering questions and comparing theanswerwithwhatisalreadyknown.Planandconductasimpleinvestigationandunderstandthatdifferentquestionsrequiredifferentkindsofinvestigations.Usesimpleequipment(toolsandothertechnologies)togatherdataandunderstandthatthisallowsscientiststocollectmoreinformationthanrelyingonlyontheirsensestogatherinformation.Usedata/evidencetoconstructexplanationsandunderstandthatscientistsdevelopexplanationsbasedontheirevidenceandcomparethemwiththeircurrentscientificknowledge.Communicateproceduresandexplanationsgivingpriority toevidenceandunderstandingthatscientistsmake their results public, describe their investigations so they can be reproduced, and review and askquestionsabouttheworkofotherscientists.

• 3.4.3.A3Identifyhowthestudyoftechnologyusesmanyofthesameideasandskillsasmanyothersubjects.


AssessmentAnchors• S3.A.3Systems,Models,andPatterns• S3.B.2ContinuityofLifeEligibleContent• S3.A.3.2.1Identifywhatmodelsrepresent(e.g.,simplemapsshowingmountains,valleys,lakes,andrivers;

dioramas).• S3.B.2.1.3 Identify characteristics for plant and animal survival in different environments (e.g., desert,

forest,ocean).

GRADE 4RelatedAcademicStandards• 3.1.4.C1 Identify different characteristics of plants and animals tat help some populations survive and

reproduceingreaternumbers. Describehowenvironmentalchangescancauseextinctioninplantsandanimals.

• 3.1.4.C3ConstancyandChange:Comparefossilstooneanotherandtocurrentlylivingorganismsaccordingtotheiranatomicalsimilaritiesanddifferences.

• 3.1.4.C4Distinguishbetweenscientificfactandopinion.Askquestionsaboutobjects,organisms,andevents.Understand that all scientific investigations involve asking and answering questions and comparing theanswerwithwhatisalreadyknown.Planandconductasimpleinvestigationandunderstandthatdifferentquestionsrequiredifferentkindsofinvestigations.Usesimpleequipment(toolsandothertechnologies)togatherdataandunderstandthatthisallowsscientiststocollectmoreinformationthanrelyingonlyontheirsensestogatherinformation.Usedata/evidencetoconstructexplanationsandunderstandthatscientistsdevelopexplanationsbasedontheirevidenceandcomparethemwiththeircurrentscientificknowledge.Communicateproceduresandexplanationsgivingpriority toevidenceandunderstandingthatscientistsmake their results public, describe their investigations so they can be reproduced, and review and askquestionsabouttheworkofotherscientists.

• 3.3.4.A3Recognizethatfossilsprovideevidenceabouttheplantsandanimalsthatlivedlongagoandthenatureoftheenvironmentatthattime.

• 3.4.4.A1Understandthattools,materials,andskillsareusedtomakethingsandcarryouttasks.AssessmentAnchors

• S4.A.1ReasoningandAnalysis• S4.A.2Processes,Procedures,andToolsofScientificInvestigation• S4.A.3Systems,Models,andPatterns• S4.B.1StructureandFunctionofOrganisms• S4.B.2ContinuityofLife• S4.C.1Structure,Properties,andInteractionofMatterandEnergy

EligibleContent• S4.A.1.1.1Distinguishbetweenascientificfactandanopinion,providingclearexplanationsthatconnect

observationsandresults(e.g.,ascientificfactcanbesupportedbymakingobservations).• S4.A.1.3.1Observeandrecordchangebyusingtimeandmeasurement.• S4.A.1.3.2Describerelativesize,distance,ormotion.• S4.A.2.1.1Generatequestionsaboutobjects,organisms,oreventsthatcanbeansweredthroughscientific

investigations.


• S4.A.2.1.2Designanddescribeaninvestigation(afairtest)totestonevariable.• S4.A.3.2.1Identifywhatdifferentmodelsrepresent(e.g.,mapsshowphysicalfeatures,directions,distances;

globesrepresentEarth;drawingsofwatershedsdepictterrain;dioramasshowecosystems;conceptmapsshowrelationshipsofideas).

• S4.A.2.2.1Identifyappropriatetoolsorinstrumentsforspecifictasksanddescribetheinformationtheycanprovide(e.g.,measuring:length-ruler,mass-balancescale,volume-beaker,temperature-thermometer;makingobservations:handlens,binoculars,telescope).

• S4.B.1.1.2 Compare similar functions of external characteristics of organisms (e.g., anatomicalcharacteristics:appendages,typeofcovering,bodysegments).

• S4.B.2.1.1 Identifycharacteristics forplantandanimalsurvival indifferentenvironments (e.g.,wetland,tundra,desert,prairie,deepocean,forest).

• S4.B.2.1.2Explainhowspecificadaptationscanhelpalivingorganismsurvive(e.g.,protectivecoloration,mimicry,leafsizesandshapes,abilitytocatchorretainwater).

• S4.C.1.1.2Categorize/groupobjectsusingphysicalcharacteristics.


• 3.1.5.C1Describehoworganismsmeetsomeoftheirneedsinanenvironmentbyusingbehaviors(patternsofactivity)inresponsetoinformation(stimuli)receivedfromtheenvironment.

• 3.1.5.C2Giveexamplesofhow inheritedcharacteristics (e.g.,shapeofbeak, lengthofneck, locationofeyes, shape of teeth) may change over time as adaptations to changes in the environment that enableorganismstosurvive.

• 3.1.5.C4Distinguishbetweenscientificfactandopinion.Askquestionsaboutobjects,organisms,andevents.Understand that all scientific investigations involve asking and answering questions and comparing theanswerwithwhatisalreadyknown.Planandconductasimpleinvestigationandunderstandthatdifferentquestionsrequiredifferentkindsofinvestigations.Usesimpleequipment(toolsandothertechnologies)togatherdataandunderstandthatthisallowsscientiststocollectmoreinformationthanrelyingonlyontheirsensestogatherinformation.Usedata/evidencetoconstructexplanationsandunderstandthatscientistsdevelopexplanationsbasedontheirevidenceandcomparethemwiththeircurrentscientificknowledge.Communicateproceduresandexplanationsgivingpriority toevidenceandunderstandingthatscientistsmake their results public, describe their investigations so they can be reproduced, and review and askquestionsabouttheworkofotherscientists.

• 3.4.5.A3Describehowtechnologiesareoftencombined.AssessmentAnchors

• S5.A.1ReasoningandAnalysis• S5.A.2Processes,Procedures,andToolsofScientificInvestigation• S5.B.2ContinuityofLife

EligibleContent• S5.A.1.1.1Explainhowcertainquestionscanbeansweredthroughscientificinquiryand/ortechnological

design(e.g.,investigatetofindoutifallclayorfoilboatsdesignsreactthesamewhenfilledwithpaperclips).• S5.A.2.1.2Describerelationshipsbetweenvariablesthroughinterpretationofdataandobservations(i.e.,

makepredictionsfortheoutcomeofacontrolledexperimentusingdatatablesandgraphs).


• S5.B.2.1.3Explainhowcertainbehaviorshelporganismssurviveandreproduceindifferentenvironments• S5.B.2.1.4 Identify changes in environmental conditions that can affect the survival of populations and

entirespecies.


• 3.1.6.C1Differentiatebetweeninstinctiveandlearnedanimalbehaviorsthatrelatetosurvival.• 3.1.6.C4Distinguishbetweenscientificfactandopinion.Askquestionsaboutobjects,organisms,andevents.

Understand that all scientific investigations involve asking and answering questions and comparing theanswerwithwhatisalreadyknown.Planandconductasimpleinvestigationandunderstandthatdifferentquestionsrequiredifferentkindsofinvestigations.Usesimpleequipment(toolsandothertechnologies)togatherdataandunderstandthatthisallowsscientiststocollectmoreinformationthanrelyingonlyontheirsensestogatherinformation.Usedata/evidencetoconstructexplanationsandunderstandthatscientistsdevelopexplanationsbasedontheirevidenceandcomparethemwiththeircurrentscientificknowledge.Communicateproceduresandexplanationsgivingpriority toevidenceandunderstandingthatscientistsmake their results public, describe their investigations so they can be reproduced, and review and askquestionsabouttheworkofotherscientists.

• 3.4.6.A3Explainhowknowledgefromotherfieldsofstudy(STEM)integratetocreatenewtechnologies.AssessmentAnchors

• S6.B.2ContinuityofLifeEligibleContent

• S6.B.2.1.2Recognizethatextinctionofaspeciesoccurswhentheenvironmentchangesandtheadaptivecharacteristicsofaspeciesareinsufficienttoallowitssurvival.


• 3.1.7.A1Describethesimilaritiesanddifferencesofphysicalcharacteristicsindiverseorganisms.• 3.1.7.A8Models:Applytheappropriatemodelstoshowinteractionsamongorganismsinanenvironment.• 3.1.7.A9Understandhowtheoriesaredeveloped.Identifyquestionsthatcanbeansweredthroughscientific

investigationsandevaluatetheappropriatenessofquestions.Designandconductascientificinvestigationandunderstandthatcurrentscientificknowledgeguidesscientificinvestigations.Describerelationshipsusinginferenceandprediction. Useappropriatetoolsandtechnologiestogather,analyze,andinterpretdata and understand that it enhances accuracy and allows scientists to analyze and quantify results ofinvestigations.Developdescriptions,explanations,andmodelsusingevidenceandunderstandthattheseemphasizeevidence,havelogicallyconsistentarguments,andarebasedonscientificprinciples,models,andtheories.Analyzealternativeexplanationsandunderstandingthatscienceadvancesthroughlegitimateskepticism.Usemathematicsinallaspectsofscientificinquiry.Understandthatscientificinvestigationsmayresultinnewideasforstudy,newmethods,orproceduresforaninvestigationornewtechnologiestoimprovedatacollection.

• 3.1.7.C1Describehownaturalselectionisanunderlyingfactorinapopulation’sabilitytoadapttochanges.• 3.1.7.C2Explainwhytheextinctionofaspeciesmayoccurwhentheenvironmentchanges.Explainthat

mutationscanalterageneandaretheoriginalsourceofnewvariationsinapopulation.• 3.1.7.C3ConstancyandChange:Identifyevidencedrawnfromgeology,fossils,andcomparativeanatomy


thatprovidesthebasisforthetheoryofevolution.• 3.1.7.C4Understandhowtheoriesaredeveloped.Identifyquestionsthatcanbeansweredthroughscientific

investigationsandevaluatetheappropriatenessofquestions.Designandconductascientificinvestigationandunderstandthatcurrentscientificknowledgeguidesscientificinvestigations.Describerelationshipsusinginferenceandprediction. Useappropriatetoolsandtechnologiestogather,analyze,andinterpretdata and understand that it enhances accuracy and allows scientists to analyze and quantify results ofinvestigations.Developdescriptions,explanations,andmodelsusingevidenceandunderstandthattheseemphasizeevidence,havelogicallyconsistentarguments,andarebasedonscientificprinciples,models,andtheories.Analyzealternativeexplanationsandunderstandingthatscienceadvancesthroughlegitimateskepticism.Usemathematicsinallaspectsofscientificinquiry.Understandthatscientificinvestigationsmayresultinnewideasforstudy,newmethods,orproceduresforaninvestigationornewtechnologiestoimprovedatacollection.

• 3.3.7.A3 Explain and give examples of how physical evidence, such as fossils and surface features ofglaciationsupporttheoriesthattheEarthhasevolvedovergeologictime.

• 3.3.7.A7Understandhowtheoriesaredeveloped.Identifyquestionsthatcanbeansweredthroughscientificinvestigationsandevaluatetheappropriatenessofquestions.Designandconductascientificinvestigationandunderstandthatcurrentscientificknowledgeguidesscientificinvestigations.Describerelationshipsusinginferenceandprediction. Useappropriatetoolsandtechnologiestogather,analyze,andinterpretdata and understand that it enhances accuracy and allows scientists to analyze and quantify results ofinvestigations.Developdescriptions,explanations,andmodelsusingevidenceandunderstandthattheseemphasizeevidence,havelogicallyconsistentarguments,andarebasedonscientificprinciples,models,andtheories.Analyzealternativeexplanationsandunderstandingthatscienceadvancesthroughlegitimateskepticism.Usemathematicsinallaspectsofscientificinquiry.Understandthatscientificinvestigationsmayresultinnewideasforstudy,newmethods,orproceduresforaninvestigationornewtechnologiestoimprovedatacollection.

• 3.4.7.A1Explainhowtechnologyiscloselylinkedtocreativity,whichhasresultedininnovationandinvention.• 3.4.7.A3Explainhowknowledgegainedfromotherfieldsofstudyhasadirecteffectonthedevelopmentof

technologicalproductsandsystems.• 3.4.7.C1Describehowdesign,asacreativeplanningprocess,leadstousefulproductsandsystems.• 3.4.7.C2Explainhowmodeling,testing,evaluating,andmodifyingareusedtotransformideasintopractical

solutions.• 3.4.7.D2Selectandsafelyuseappropriatetools,productsandsystemsforspecifictasks.

AssessmentAnchors• S7.A.1ReasoningandAnalysis• S7.A.2Processes,Procedures,andToolsofScientificInvestigations• S7.B.2ContinuityofLife• S7.D.1EarthFeaturesandProcessesthatChangeEarthandItsResources

EligibleContent• S7.A.1.1.3Useevidencesuchasobservationsorexperimentalresultstosupportinferences.• S7.A.1.3.2Useevidence,observations,orexplanationstomakeinferencesaboutchangesinsystemsover

time(e.g.,carryingcapacity,succession,fossilevidenceinthegeologictimescale).• S7.A.2.1.1Useevidencefrominvestigationstoclearlydescriberelationshipsandcommunicateandsupport

conclusions.


• S7.A.2.2.2Applymeasurementsystemstorecordandinterpretobservationsunderavarietyofconditions.• S7.B.2.1.2Describehownaturalselectionisanunderlyingfactorinapopulation’sabilitytoadapttochange.• S7.B.2.1.3Explainthatadaptationswithinspecies(physical,behavioral,physiological)aredevelopedover

longperiodsoftime.• S7.D.1.1.2Explainhowfossilsareformedandhowtheycanprovideevidenceaboutplantsandanimalsthat

oncelivedonEarth.


• 3.1.8.A8ChangeAndConstancy:Explainmechanismsorganismsusetoadapttotheirenvironment.• 3.1.8.A9Compareandcontrastscientifictheories.Knowthatbothdirectandindirectobservationsareused

byscientiststostudythenaturalworldanduniverse.Identifyquestionsandconceptsthatguidescientificinvestigations. Formulateandreviseexplanationsandmodelsusing logicandevidence. Recognizeandanalyzealternativeexplanationsandmodels.Explaintheimportanceofaccuracyandprecisioninmakingvalidmeasurements

• 3.1.8.C1 Explain how reproductive success coupled with advantageous traits over many generationscontributestonaturalselection.

• 3.1.8.C4Compareandcontrastscientifictheories.Knowthatbothdirectandindirectobservationsareusedbyscientiststostudythenaturalworldanduniverse.Identifyquestionsandconceptsthatguidescientificinvestigations.Formulateandreviseexplanationsandmodelsusinglogicandevidence.Recognizeandanalyzealternativeexplanationsandmodels.Explaintheimportanceofaccuracyandprecisioninmakingvalidmeasurements.

• 3.3.8.A3Explainhowmatteronearthisconservedthroughoutthegeologicalprocessesovertime.• 3.3.8.A7Compareandcontrastscientifictheories.Knowthatbothdirectandindirectobservationsareused

byscientiststostudythenaturalworldanduniverse.Identifyquestionsandconceptsthatguidescientificinvestigations. Formulateandreviseexplanationsandmodelsusing logicandevidence. Recognizeandanalyzealternativeexplanationsandmodels.Explaintheimportanceofaccuracyandprecisioninmakingvalidmeasurements.

AssessmentAnchors• S8.A3Systems,Models,andPatterns• S8.B.2ContinuityofLife• S8.B.3EcologicalBehaviorandSystems• S8.D.1EarthFeaturesandProcessesthatChangeEarthandItsResources

EligibleContent• S8.A.3.2.2Describehowengineersusemodelstodevelopnewandimprovedtechnologiestosolveproblems.• S8.B.3.2.1Useevidencetoexplainfactorsthataffectchangesinpopulations(e.g.,deforestation,disease,

landuse,naturaldisaster,invasivespecies).• S8.B.3.2.3 Describe the response of organisms to environmental changes (e.g., changes in climate,

hibernation,migration,coloration)andhowthosechangesaffectsurvival.• S8.B.2.1.5 Explain that adaptations are developed over long periods of time and are passed from one

generationtoanother.• S8.D.1.1.2 Describe natural processes that change Earth’s surface (e.g., landslides, volcanic eruptions,

earthquakes,mountainbuilding,newlandbeingformed,weathering,erosion,sedimentation,soilformation).


• S8.D.1.1.4 Explain how fossils provide evidence about plants and animals that once lived throughoutPennsylvania’shistory(e.g.,fossilsprovideevidenceofdifferentenvironments).

HIGH SCHOOL BIOLOGYRelatedAcademicStandards

• 3.1.B.C3ConstancyandChange:Compareandcontrastvarioustheoriesofevolution.Interpretdatafromfossilrecords,anatomyandphysiology,andDNAstudiesrelevanttothetheoryofevolution.

• 3.1.B.C4Compareandcontrastscientifictheories.Knowthatbothdirectandindirectobservationsareusedbyscientiststostudythenaturalworldanduniverse.Identifyquestionsandconceptsthatguidescientificinvestigations. Formulateandreviseexplanationsandmodelsusing logicandevidence. Recognizeandanalyzealternativeexplanationsandmodels.Explaintheimportanceofaccuracyandprecisioninmakingvalid measurements. Examine the status of existing theories. Evaluate experimental information forrelevance and adherence to science processes. Judge that conclusions are consistent and logical withexperimentalconditions. Interpret resultsofexperimental research topredictnew information,proposeadditionalinvestigablequestions,oradvanceasolution.Communicateanddefendascientificargument.

AssessmentAnchors• BIO.B.3TheoryofEvolution• S11.A.1ReasoningandAnalysis• S11.B.2ContinuityofLife

EligibleContent• BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological,

embryological,biochemical,anduniversalgeneticcode).• S11.A.1.1.2Analyzeandexplaintheaccuracyofscientificfacts,principles,theories,andlaws.• S11.B.2.1.1Explainthetheoryofevolutionbyinterpretingdatafromfossilrecords,similaritiesinanatomy

andphysiology,orDNAstudiesthatarerelevanttothetheoryofevolution.

Geography

Grade3:7.1.3.AIdentifyhowbasicgeographictoolsareusedtoorganizeandinterpretinformationaboutpeople,placesandenvironment.

Grade 4: 7.1.4.A Describe how common geographic tools are used to organize and interpret information aboutpeople,places,andenvironment.

Grade 5: 7.1.5.A: Describe how common geographic tools are used to organize and interpret information aboutpeople,places,andenvironment.

Grade 6: 7.1.6.A Describe how common geographic tools are used to organize and interpret information aboutpeople,places,andenvironment.

Grade7:7.1.7.AExplainhowcommongeographictoolsareusedtoorganizeandinterpretinformationaboutpeople,places,andenvironment.

Grade8:7.1.8.AExplainandillustratehowgeographictoolsareusedtoorganizeandinterpretinformationaboutpeople,places,andenvironments.

Grade9:7.1.9.AExplainandillustratehowgeographictoolsareusedtoorganizeandinterpretinformationaboutpeople,places,andenvironments.


NEW JERSEY

ThesecurriculumcorrelationsdemonstratehowthelessonplansandactivitiesinthisEducator’sGuidealongwiththeFieldTripexperienceatDinosaursAlive!satisfyrequirementsforScience,Technology,andSocialStudiesforgradesK–12inNewJersey.ScienceteacherswillbeparticularlyinterestedintheCumulativeProgressIndicatorsforLifeScienceatthelateelementaryandmiddleschoollevels.

Science

BY THE END OF GRADE 4• 5.1.4.A.2Useoutcomesofinvestigationstobuildandrefinequestions,models,andexplanations.• 5.1.4.A.3 Use scientific facts, measurements, observations, and patterns in nature to build and critique

scientificarguments.• 5.1.4.B.1Designandfollowsimpleplansusingsystematicobservationstoexplorequestionsandpredictions.• 5.1.4.B.2Measure,gather,evaluate,andshareevidenceusingtoolsandtechnologies.• 5.1.4.B.3Formulateexplanationsfromevidence.• 5.3.4.A.2Compareandcontraststructuresthathavesimilar functions invariousorganisms,andexplain

howthosefunctionsmaybecarriedoutbystructuresthathavedifferentphysicalappearances.• 5.3.4.C.2 Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall,

volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradualincreaseordecreaseindailytemperatures,changeinyearlyrainfall).

BY THE END OF GRADE 6• 5.3.6.E.1 Describe the impact on the survival of species during specific times in geologic history when

environmentalconditionschanged.• 5.4.4.B.1 Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or

marineinorigin.• 5.4.6.B.2 Examine Earth’s surface features and identify those created on a scale of human life or on a

geologictimescale.BY THE END OF GRADE 8

• 5.1.8.A.1Demonstrateunderstandinganduseinterrelationshipsamongcentralscientificconceptstoreviseexplanationsandtoconsideralternativeexplanations.

• 5.1.8.A.2Usemathematical,physical,andcomputationaltoolstobuildconceptual-basedmodelsandtoposetheories.

• 5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and posetheories.

• 5.1.8.B.1Designinvestigationsandusescientificinstrumentationtocollect,analyze,andevaluateevidenceaspartofbuildingandrevisingmodelsandexplanations.

• 5.1.8.B.3Usequalitativeandquantitativeevidencetodevelopevidence-basedarguments.• 5.3.8.E.1Organizeandpresentevidencetoshowhowtheextinctionofaspeciesisrelatedtoaninabilityto

adapttochangingenvironmentalconditionsusingquantitativeandqualitativedata.• 5.3.8.E.2Comparetheanatomicalstructuresofalivingspecieswithfossilrecordstoderivealineofdescent.• 5.4.8.D.2Presentevidencetosupportargumentsforthetheoryofplatemotion.


BY THE END OF GRADE 12• 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based

modelsandtoposetheories.• 5.1.12.D.2Representideasusingliteralrepresentations,suchasgraphs,tables, journals,conceptmaps,

anddiagrams.• 5.3.12.E.3Provideascientificexplanation for thehistoryof lifeonEarthusingscientificevidence (e.g.,

fossilrecord,DNA,proteinstructures,etc.).• 5.4.12.B.3Accountfortheevolutionofspeciesbycitingspecificabsolute-datingevidenceoffossilsamples.

Technology

BY THE END OF GRADE 4• 8.1.4.E.2Evaluatetheaccuracyof,relevanceto,andappropriatenessofusingprintandnon-printelectronic

informationsourcestocompleteavarietyoftasks.• 8.1.4.F.1Selectandapplydigitaltoolstocollect,organize,andanalyzedatathatsupportascientificfinding.

BY THE END OF GRADE 8• 8.2.8.B.3Solveascience-baseddesignchallengeandbuildaprototypeusingscienceandmathprinciples

throughoutthedesignprocess.

Social Studies

BY THE END OF GRADE 4:6.1.4.C.16Explainhowcreativityandinnovationresultedinscientificachievementandinventionsinmanyculturesduringdifferenthistoricalperiods.BY THE END OF GRADE 12:6.2.12.D.2.dAnalyzetheimpactofnewintellectual,philosophical,andscientificideasonhowhumansviewedthemselvesandhowtheyviewedtheirphysicalandspiritualworlds.

DELAWARE

These curriculum correlations demonstrate how the lesson plans and activities in this Educator’s Guide alongwith the Field Trip experience at Dinosaurs Alive! satisfy requirements for Science, Engineering and TechnologyEducation,andSocialStudiesforgradesK–12inDelaware.MiddleSchoolScienceteacherswillbeparticularlyinterestedinthestandardsmetintheDiversityandEvolutionStrandofStandard7andtheInteractionsthroughoutEarth’sSystemsStrandofStandard5.


Science

Standard1:NatureandApplicationofScienceandTechnologyStrand:UnderstandingsandAbilitiesofScientificInquiryGRADES K-3A.Understandthat:Scientificinvestigations,whetherconductedbystudentsorscientists,involveaskingaquestion

aboutthenaturalworld.Beableto:Generatequestionsandpredictionsusingobservationsandexplorationaboutthenaturalworld.

C.Understandthat:Thepurposeofaccurateobservationsanddatacollectionistoprovideevidence.Scientistsusetoolstoenhancetheirsensesinordertoobtainmoreevidence.Beableto:Collectdatausingobservations,simpletoolsandequipment.Recorddataintables,charts,andbargraphs.Comparedatawithotherstoexamineandquestionresults.

GRADES 4-5A. Understand that: Scientific investigations involve asking a focused scientific question. Investigations differ

dependinguponthequestionbeingasked.Beableto:Generatefocusedquestionsandinformedpredictionsaboutthenaturalworld.

C.Understandthat:Thepurposeofaccuratedatacollectionistoprovideevidencetocomparewiththeprediction.Beableto:Accuratelycollectdatausingobservations,simpletoolsandequipment.Displayandorganizedataintables,charts,diagrams,andbargraphsorplotsovertime.Compareandquestionresultswithandfromothers.

F.Understandthat:Theuseofmathematics,reading,writing,andtechnologyareimportantinconductingscientificinquiries.Beableto:Usemathematics,reading,writing,andtechnologywhenconductingscientificinquiries.

GRADES 6-8A.Understandthat:Scientificinvestigationsinvolveaskingtestablequestions.Differentkindsofquestionssuggest

differentscientificinvestigations.Thecurrentbodyofscientificknowledgeguidestheinvestigation.Beableto:Frameandrefinequestionsthatcanbeinvestigatedscientifically,andgeneratetestablehypotheses.

C.Understandthat:Inascientificinvestigation,datacollectioninvolvesmakingprecisemeasurementsandkeepingaccuraterecordssothatotherscanreplicatetheexperiment.Beableto:Accuratelycollectdatathroughtheselectionanduseoftoolsandtechniquesappropriatetotheinvestigation.Constructtables,diagramsandgraphs,showingrelationshipsbetweentwovariables,todisplayandfacilitateanalysisofdata.Compareandquestionresultswithandfromotherstudents.

F.Understandthat:Scientifichabitsofmindandothersourcesofknowledgeandskillsareessentialtoscientificinquiry.Habitsofmindincludetoleranceofambiguity,skepticism,opennesstonewideas,andobjectivity.Other knowledge and skills include mathematics, reading, writing, and technology. Be able to: Usemathematics,reading,writing,andtechnologywhenconductingscientificinquiries.

GRADES 9-12A.Understandthat:Scientistsconductinvestigationsforavarietyofreasonsincludingtoexplorenewphenomena,

toreplicateother’sresults, totesthowwellatheorypredicts, todevelopnewproducts,andtocomparetheories.Beableto:Identifyandformquestionsthatgenerateaspecifictestablehypothesisthatguidethedesignandbreadthofthescientificinvestigation.

C.Understandthat:Theoriesinsciencearewell-establishedexplanationsofnaturalphenomenathataresupportedby many confirmed observations and verified hypotheses. The application of theories allows people tomakereasonablepredictions.Theoriesmaybeamendedtobecomemorecompletewiththeintroduction


of new evidence. Be able to: Collect accurate and precise data through the selection and use of toolsandtechnologiesappropriatetotheinvestigations. Displayandorganizedatathroughtheuseoftables,diagrams, graphs, and other organizers that allow analysis and comparison with known information andallowforreplicationofresults.

F.Understandthat:Knowledgeandskillfromsourcesotherthanscienceareessentialtoscientificinquiry.Theseincludemathematics,reading,writing,andtechnology.Beableto:Usemathematics,reading,writingandtechnologywhenconductingscientificinquiries.

Strand:HistoryandContextofScienceGRADES 4-5A.Contributionsbyindividualshavebeenessentialinadvancingthebodyofscientificknowledge.GRADES 6-8A.Overthecourseofhumanhistory,contributionstosciencehavebeenmadebydifferentpeoplefromdifferent

cultures.Studyingsomeofthesecontributionsandhowtheycameaboutprovidesinsightintotheexpansionofscientificknowledge.

GRADES 9-12A.Newdisciplinesofscienceemergeasolderdisciplinesinterfaceintoanintegratedstudyofthenaturalworld.As

thebodyofscientificknowledgegrows,theboundariesbetweenindividualdisciplinesdiminish.

Standard5:Earth’sDynamicSystems.Strand:InteractionsthroughoutEarth’sSystemsGRADES 6-8K.Pastgeologicaleventsandenvironmentscanbereconstructedbyinterpretingfossilizedremainsandsuccessive

layeringofsedimentaryrocks.L.Thefitofcontinentalcoastlines,thesimilarityofrocktypesandfossilizedremainsprovideevidencethattoday’s

continentswereonceasinglelandmass.ThecontinentsmovedtotheircurrentpositionsonplatesdrivenbyenergyfromEarth’sinterior.

GRADES 9 – 12B.Tectonicplatespressagainstoneanotherinsomeplaces(convergence),pullapartinotherplaces(divergence),

orslidepasteachother.Theseplatemovementsmayresultintheformationofmountainranges,andcanlead to earthquakes, volcanic eruptions, and tsunamis. The consequences of these events impact thesurroundingatmosphere,geosphere,hydrosphere,andthelifeexistingwithinthem.

Standard7:DiversityandContinuityofLivingThings.Strand:DiversityandEvolution.GRADES K-3A.Manydifferentkindsofplantsandanimalslivethroughouttheworld.Theseplantsandanimalscanbegrouped

accordingtothecharacteristicstheyshare.GRADES 4-5A.Organismsofthesametypevaryinappearance.Thesevariationsmayprovideanadvantageinreproductionand

survival.GRADES 6-8A.TheEarth’spresentdayspeciesevolvedfromearlier,distinctlydifferentspecies.Manythousandsoflayersof


sedimentaryrockprovideevidenceforthelonghistoryoftheEarthandforthelonghistoryofchanginglifeformswhoseremainsarefoundintherocks.Morerecentlydepositedrocklayersaremorelikelytocontainfossilsresemblingexistingspecies.

B. Natural selection is the process by which some individuals with certain traits are more likely to survive andproducegreaternumbersofoffspringthanotherorganismsofthesamespecies.Competitionforresourcesandmatesandconditionsintheenvironmentcanaffectwhichindividualssurvive,reproduceandpasstheirtraitsontofuturegenerations.

C.Smallgeneticdifferencesbetweenparentsandoffspringaccumulateovermanygenerations,andultimatelynewspeciesmayarise.

D.Extinctionofaspeciesoccurswhentheenvironmentchangesandtheadaptivecharacteristicsofaspeciesareinsufficienttoallowitssurvival.MostofthespeciesthathavelivedonEarthnolongerexist.

GRADES 9-12A.Evolutionisachangeinallelicfrequenciesofapopulationovertime. Thetheoryofevolutionissupportedby

extensivebiochemical,structural,embryological,andfossilevidence.B. Thegreatdiversityoforganisms is the resultofmore than3.5billionyearsofevolution thathasfilledevery

availablenichewithlifeforms.Themillionsofdifferentspeciesofplants,animals,andmicroorganismsthatliveonEarthtodayarerelatedbydescentwithmodificationfromcommonancestors.

C. Theprocessofnaturalselectionoccurswhensomeheritablevariationsthatarisefromrandommutationandrecombination give individuals within a species some survival advantages over others. These offspringwithadvantageousadaptationsaremorelikelytosurviveandreproduce,thusincreasingtheproportionofindividualswithinapopulationwithadvantageouscharacteristics.

Standard8:Ecology.Strand:InteractionswithintheEnvironment.GRADES 4-5C. Adaptations inorganismsenable themto liveandreproduce incertainenvironments. Thoseorganismsthat

are best suited for a particular environment have adaptations that allow them to compete for availableresourcesandcopewiththephysicalconditionsoftheirimmediatesurroundings.

D. Changes in an organism’s environment may be either beneficial or harmful. Organisms may be affected byotherorganisms,byvariousphysicalfactors(e.g.,rainfall, temperature),byphysicalforces(e.g.,storms,earthquakes),andbydaily,seasonal,andannualcycles.

GRADES 6-8D.Apopulationconsistsofallindividualsofaspeciesthatoccurtogetheratagivenplaceandtime.Aspeciesisa

distinctbiologicalgroupingoforganismswhosemembersinterbreedinnatureandproducefertileoffspring.E.Thesizeofpopulationsmaychangeasaresultoftheinterrelationshipsamongorganisms.Thesemayinclude

predator/preyratios,availabilityofresources,andhabitatchanges.GRADES 9-12 C.Ecosystemsundergomajorchangesasaresultofsuchfactorsasclimatechange,introductionofnewspecies,

andhabitatdestruction.Thesecanbetheresultofnaturalprocessesand/orhumanimpact.D.Changesinthephysical,chemical,orbiologicalconditionsofanecosystemcanalterthediversityofspeciesin

thesystem.Overtime,ecosystemschangeandpopulationsoforganismsadapt,move,orbecomeextinct.


Engineering & Technology Education

M1.01.05Designamodel,prototype,orprocessthatimprovesorenhancestheformorfunctionofaproduct.M2.01.03Identifycross-curricularconceptsoftechnology,includingtechnologytransfer,therelationshipofscience

andmathtotechnology,andprogressthatresultsfromtechnology.M4.01.01Demonstrateaworkingknowledgeofthedesignprocess,understandingthatdesignrequirements,such

ascriteria,constraints,andefficiency,sometimescompetewitheachother.M5.01.02Developasuccessfulmodelorprototype.TPA1.01.06Aprototype(orworkingmodel)helpsanengineertestandobserveadesigninordertomakenecessary

adjustments.

Social Studies: Geography

StandardOne:Studentswilldevelopapersonalgeographicframework,or“mentalmap,”andunderstandtheusesofmapsandothergeo-graphics[MAPS].

K-3a:Studentswillunderstandthenatureandusesofmaps,globes,andothergeo-graphics.6-8a:Studentswilldemonstratementalmapsof theworldand itssub-regionswhich includetherelativelocationandcharacteristicsofmajorphysicalfeatures,politicaldivisions,andhumansettlements.

NEW YORK

ThesecurriculumcorrelationsdemonstratehowthelessonplansandactivitiesinthisEducator’sGuidealongwiththeFieldTripexperienceatDinosaursAlive!satisfyrequirementsforMathematics,Science,andTechnology,andSocialStudiesforgradesK–12inNewYork.MiddleSchoolScienceteacherswillbeparticularlyinterestedinthestandardsmetintheDiversityandEvolutionStrandofStandard7andtheInteractionsthroughoutEarth’sSystemsStrandofStandard5.

Mathematics, Science, & Technology

ELEMENTARYStandard1:Analysis,Inquiry,&DesignMathematicalAnalysis• KeyIdea2:Deductiveandinductivereasoningareusedtoreachmathematicalconclusions. o Usesimplelogicalreasoningtodevelopconclusions,recognizingthatpatternsandrelationshipspresentin

theenvironmentassisttheminreachingtheseconclusions.ScientificInquiry• Key Idea 1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a

continuing,creativeprocess. o Ask“why” questions in attempts to seek greater understanding concerning objects and events they have

observedandheardabout. o Questiontheexplanationstheyhearfromothersandreadabout,seekingclarificationandcomparingthem


withtheirownobservationsandunderstandings.• KeyIdea3.Theobservationsmadewhiletestingproposedexplanations,whenanalyzedusingconventionaland

inventedmethods,providenewinsightsintophenomena. o Organizeobservationsandmeasurementsofobjectsandeventsthroughclassificationandthepreparationof

simplechartsandtables. o Interpret organized observations and measurements, recognizing simple patterns, sequences, and

relationships.Standard4:Science,LivingEnvironment• KeyIdea3:Individualorganismsandspecieschangeovertime. o Describehowthestructuresofplantsandanimalscomplementtheenvironmentoftheplantoranimal. o Observethatdifferenceswithinaspeciesmaygiveindividualsanadvantageinsurvivingandreproducing.Standard5:TechnologyEducation• EngineeringDesign o Planandbuild,undersupervision,amodelofthesolutionusingfamiliarmaterials,processes,andhandtools.• ComputerTechnology o Usethecomputerasatoolforgeneratinganddrawingideas.Standard6:Interconnectedness—CommonThemes• KeyIdea2:Modelsaresimplifiedrepresentationsofobjects,structures,orsystemsusedinanalysis,explanation,

interpretation,ordesign. o Analyze,construct,andoperatemodelsinordertodiscoverattributesoftherealthing. o Discoverthatamodelofsomethingisdifferentfromtherealthingbutcanbeusedtostudytherealthing. o Usedifferenttypesofmodels,suchasgraphs,sketches,diagrams,andmaps,torepresentvariousaspectsof

therealworld.• KeyIdea3:Thegroupingofmagnitudesofsize,time,frequency,andpressuresorotherunitsofmeasurement

intoaseriesofrelativeorderprovidesausefulwaytodealwiththeimmenserangeandthechangesinscalethataffectthebehavioranddesignofsystems.

o Identifythebiggestandthesmallestvaluesaswellastheaveragevalueofasystemwhengiveninformationaboutitscharacteristicsandbehavior.

• Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior andconditions.

o Usesimpleinstrumentstomeasuresuchquantitiesasdistance,size,andweightandlookforpatternsinthedata.

o Analyzedatabymakingtablesandgraphsandlookingforpatternsofchange.

INTERMEDIATEStandard1:Analysis,Inquiry,&DesignMathematicalAnalysis• KeyIdea2:Deductiveandinductivereasoningareusedtoreachmathematicalconclusions. o Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that

patternsandrelationshipscanassistinexplainingandextendingmathematicalphenomena.• KeyIdea3.Criticalthinkingskillsareusedinthesolutionofmathematicalproblems. o Applymathematicalknowledgetosolvereal-worldproblemsandproblemsthatarisefromtheinvestigationof

mathematicalideas,usingrepresentationssuchaspictures,charts,andtables.


ScientificInquiry• Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a

continuing,creativeprocess. o Construct explanations independently for natural phenomena, especially by proposing preliminary visual

modelsofphenomena.• KeyIdea3:Theobservationsmadewhiletestingproposedexplanations,whenanalyzedusingconventionaland

inventedmethods,providenewinsightsintophenomena. o Designcharts,tables,graphsandotherrepresentationsofobservationsinconventionalandcreativewaysto

helpthemaddresstheirresearchquestionorhypothesis. o Interprettheorganizeddatatoanswertheresearchquestionorhypothesisandtogaininsightintotheproblem.Standard4:Science,LivingEnvironment• KeyIdea3:Individualorganismsandspecieschangeovertime. o Describesourcesofvariationinorganismsandtheirstructuresandrelatethevariationstosurvival. o Describefactorsresponsibleforcompetitionwithinspeciesandthesignificanceofthatcompetition.Standard5:TechnologyEducation• EngineeringDesign o Locateandutilizearangeofprinted,electronic,andhumaninformationresourcestoobtainideas. o Developplans,includingdrawingswithmeasurementsanddetailsofconstruction,andconstructamodelof

thesolution,exhibitingadegreeofcraftsmanship.• ComputerTechnology o UseacomputersystemtoconnecttoandaccessneededinformationfromvariousInternetsites.Standard6:Interconnectedness—CommonThemes• KeyIdea2:Modelsaresimplifiedrepresentationsofobjects,structures,orsystemsusedinanalysis,explanation,

interpretation,ordesign. o Usemodelstostudyprocessesthatcannotbestudieddirectly(e.g.,whentherealprocessistooslow,toofast,

ortoodangerousfordirectobservation).• KeyIdea3:Thegroupingofmagnitudesofsize,time,frequency,andpressuresorotherunitsofmeasurement


o Usepowersoftennotationtorepresentverysmallandverylargenumbers.

COMMENCEMENTStandard1:Analysis,Inquiry,&DesignMathematicalAnalysis• KeyIdea2:Deductiveandinductivereasoningareusedtoreachmathematicalconclusions. o Usedeductivereasoningtoconstructandevaluateconjecturesandarguments,recognizingthatpatternsand

relationshipsinmathematicsassisttheminarrivingattheseconjecturesandarguments.• KeyIdea3:Criticalthinkingskillsareusedinthesolutionofmathematicalproblems. o Applyalgebraicandgeometricconceptsandskillstothesolutionofproblems.ScientificInquiry• Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a

continuing,creativeprocess. o Elaborateonbasicscientificandpersonalexplanationsofnaturalphenomena,anddevelopextendedvisual


modelsandmathematicalformulationstorepresenttheirthinking. o Worktowardreconcilingcompetingexplanations;clarifyingpointsofagreementanddisagreement.Standard4:Science,LivingEnvironment• KeyIdea1:Livingthingsarebothsimilartoanddifferentfromeachotherandnonlivingthings. o Explainhowdiversityofpopulationswithinecosystemsrelatestothestabilityofecosystems.• KeyIdea3:Individualorganismsandspecieschangeovertime. o Explainthemechanismsandpatternsofevolution.• KeyIdea6:Plantsandanimalsdependoneachotherandtheirphysicalenvironment. o Explainfactorsthatlimitgrowthofindividualsandpopulations.Standard6:Interconnectedness—CommonThemes• KeyIdea3:Thegroupingofmagnitudesofsize,time,frequency,andpressuresorotherunitsofmeasurement


o Describetheeffectsofchangesinscaleonthefunctioningofphysical,biological,ordesignedsystems. o Extendtheiruseofpowersoftennotationtounderstandingtheexponentialfunctionandperformingoperations

withexponentialfactors.

Social Studies

Standard3,KeyIdea2• Elementary:gatherandorganizegeographicinformationfromavarietyofsourcesanddisplayinanumber

ofways• Intermediate: interpret geographic information by synthesizing data and developing conclusions and

generalizationsaboutgeographicissuesandproblems

MARYLAND

ThesecurriculumcorrelationsdemonstratehowthelessonplansandactivitiesinthisEducator’sGuidealongwiththeFieldTripexperienceatDinosaursAlive!satisfy requirements forScience,TechnologicalLiteracy,andSocialStudiesforgradesK–12inMaryland.FourthandEighthgradeteacherswillbeparticularlyinterestedintheLifeScienceobjectivesprovided.

Science

GRADES K-2SkillsandProcesses

• 1.A.1.bSeekinformationthroughreading,observation,exploration,andinvestigations.• 1.A.1.cUsetoolssuchasthermometers,magnifiers,rulers,orbalancestoextendtheirsensesandgather

data.• 1.A.1.gUsewholenumbersandsimple,everydayfractionsinordering,counting,identifying,measuring,and

describingthingsandexperiences.


• 1.D.1.eExplainthatsometimesitisnotpossibletomakeordoeverythingthatisdesigned.• 1.D.3.aExplainthatamodelofsomethingisdifferentfromtherealthingbutcanbeusedtolearnsomething

abouttherealthing.• 1.D.3.bRealizethatonewaytodescribesomethingistosayhowitislikesomethingelse.

GRADE KLifeScience

• 3.A.1.dCompareideasabouthowthefeaturesofanimalsandplantsaffectwhattheseanimalsareabletodo.

• 3.D.1.cExplainthattheexternalfeaturesofplantsandanimalsaffecthowwelltheythriveindifferentkindsofplaces.

GRADE 1LifeScience

• 3.A.1.aUsethesensesandmagnifyinginstrumentstoexamineavarietyofplantsandanimalstodescribeexternalfeaturesandwhattheydo.

• 3.A.1.cUsetheinformationcollectedtoaskandcompareanswerstoquestionsabouthowanorganism’sexternalfeaturescontributetoitsabilitytosurviveinanenvironment.

GRADE 2LifeScience

• 3.D.1.b Examine pictures of organisms that lived long ago, such as dinosaurs, and describe how theyresembleorganismsthatarealivetoday.

• 3.D.1.cRecognizethatsomekindsoforganismshavecompletelydisappeared.

GRADES 3-5SkillsandProcesses

• 1.A.1.aSupport investigativefindingswithdatafoundinbooks,articles,anddatabases,and identifythesourcesusedandexpectotherstodothesame.

• 1.A.1.bSelectanduseappropriatetoolshandlensormicroscope(magnifiers),centimeterruler(length),spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquidvolume),andstopwatch(elapsedtime)toaugmentobservationsofobjects,events,andprocesses.

• 1.A.1.e Follow directions carefully and keep accurate records of one’s work in order to compare datagathered.

• 1.B.1.aDevelopexplanationsusingknowledgepossessedandevidence fromobservations, reliableprintresources,andinvestigations.

• 1.B.1.bOfferreasonsfortheirfindingsandconsiderreasonssuggestedbyothers.• 1.B.1.c Review different explanations for the same set of observations and make more observations to

resolvethedifferences.• 1.C.1.aMakeuseofandanalyzemodels,suchastablesandgraphstosummarizeandinterpretdata.• 1.C.1.eRecognizethatdoingscienceinvolvesmanydifferentkindsofworkandengagesmenandwomenof

allagesandbackgrounds.• 1.D.1.aExplainthatamodelisasimplifiedimitationofsomethingandthatamodel’svalueliesinsuggesting

howthethingmodeledworks.• 1.D.1.cExplain thatmodels,suchasgeometricfigures,numbersequences,graphs,diagrams,sketches,

numberlines,maps,andstoriescanbeusedtorepresentobjects,events,andprocessesintherealworld,


althoughsuchrepresentationscanneverbeexactineverydetail.• 1.D.1.dRealizethatonewaytomakesenseofsomethingistothinkhowitislikesomethingmorefamiliar.

GRADE 4Earth/SpaceScience

• 2.B.2.aRecognizeandexplainthattheremainsorimprintsofplantsoranimalscanbecomefossils.• 2.B.2.bDescribethephysicalstructuresofananimalorplantbasedonitsfossilremains.• 2.B.2.cIdentifywhatananimalorplantfossilisabletotellabouttheenvironmentinwhichitlived.

LifeScience• 3.A.1.dDescribewhatclassifyingtellsusabouttherelatednessamongtheanimalsorplantsplacedwithin

anygroup.• 3.D.1.bExplainthatthecharacteristicsofanorganismaffectitsabilitytosurviveandreproduce.• 3.D.1.c Examine individuals in a group of the same kind of animals or plants to identify differences in

characteristics, such as hearing ability in rabbits or keenness of vision in hawks that might give thoseindividualsanadvantageinsurvivingandreproducing.

• 3.D.1.dExamineandcomparefossilstooneanotherandtolivingorganismsasevidencethatsomeindividualssurviveandreproduce.

GRADE 5LifeScience

• 3.A.1.bBasedoninformationaboutthefeaturesandbehaviorsofanimalsandplantsfromverydifferentenvironmentsdescribe reasons that theymightnotsurvive if theirenvironmentchangedor if theyweremovedfromoneenvironmenttoanother.

• 3.A.1.eExplainthatthesurvivalofindividualorganismsandentirepopulationscanbeaffectedbysudden(flood,Tsunami)orslow(globalwarming,airpollution)changesintheenvironment.

GRADES 6-8SkillsandProcesses

• 1.A.1.bDeveloptheabilitytoclarifyquestionsanddirectthemtowardobjectsandphenomenathatcanbedescribed,explained,orpredictedbyscientificinvestigations.

• 1.A.1.hUsemathematicstointerpretandcommunicatedata.• 1.B.1.cExplain thateventhoughdifferentexplanationsaregiven for thesameevidence, it isnotalways

possibletotellwhichoneiscorrect.• 1.C.1.aOrganizeandpresentdataintablesandgraphsandidentifyrelationshipstheyreveal.• 1.C.1.bInterprettablesandgraphsproducedbyothersanddescribeinwordstherelationshipstheyshow.• 1.C.1.cGiveexamplesofhowscientificknowledgeissubjecttomodificationasnewinformationchallenges

prevailingtheoriesandasanewtheoryleadstolookingatoldobservationsinanewway.• 1.C.1.eExplainhowdifferentmodelscanbeusedtorepresentthesamething.Whatkindofamodeltouse

andhowcomplexitshouldbedependonitspurpose.Choosingausefulmodelisoneoftheinstancesinwhichintuitionandcreativitycomeintoplayinscience,mathematics,andengineering.

• 1.C.1.gRecognizethatimportantcontributionstotheadvancementofscience,mathematics,andtechnologyhavebeenmadebydifferentkindsofpeople,indifferentcultures,atdifferenttimes.

• 1.D.1.bExplain,usingexamplesthatmodelsareoftenusedtothinkaboutprocessesthathappentooslowly,tooquickly,orontoosmallascaletoobservedirectly,orthataretoovasttobechangeddeliberately,orthatarepotentiallydangerous.


GRADE 6Earth/SpaceScience

• 2.C.2.aRecognizeanddescribetheevidenceforplatemovement.LifeScience• 3.D.1.eDescribeways inwhichchanges inenvironmentalconditionscanaffectthesurvivalof individual

organismsandentirespecies.• 3.D.1.gExplainthatthemorerecentlydepositedrocklayersarelikelytocontainfossilsresemblingexisting

species.• 3.F.1.a Explain that populations increase or decrease relative to the availability of resources and the

conditionsoftheenvironment.GRADE 8Earth/SpaceScience

• 2.B.2.aRecognizehowdifferenttypesoffossilsareformed,suchaspetrifiedremains,imprints,moldsandcasts.

• 2.B.2.bRecognizeandexplainthatthefossilrecordofplantsandanimalsdescribeschangesinlifeformsovertime.

LifeScience• 3.D.1.aRecognizeanddescribethatgradual(climatic)andsudden(floodsandfires)changesinenvironmental

conditionsaffectthesurvivaloforganismsandpopulations.• 3.D.1.bRecognizethatadaptationsmayincludevariationsinstructures,behaviors,orphysiology,suchas

spinyleavesonacactus,birdcalls,andantibioticresistantbacteria.• 3.D.1.cRecognizeanddescribethatadaptationandspeciationinvolvetheselectionofnaturalvariationsin

apopulation.• 3.D.1.d Recognize and describe that extinction occurs when the adaptive traits of a population do not

supportitssurvival.• 3.D.1.eRecognizethatevolutionaccountsforthediversityofspecies.

EnvironmentalScience• 6.B.1.aBasedondatafromresearchidentifyanddescribehownaturalprocesseschangetheenvironment.

HIGH SCHOOL BIOLOGY• 1.7.2:Thestudentwillidentifyandevaluatetheimpactofscientificideasand/oradvancementsintechnology

onsociety.• 1.7.6: The student will explain how development of scientific knowledge leads to the creation of new

technologyandhowtechnologicaladvancesallowforadditionalscientificaccomplishments.• 3.4.1:Explainhownewtraitsmayresultfromnewcombinationsofexistinggenesorfrommutationsofgenes

inreproductivecellswithinapopulation.• 3.4.2:Estimatedegreesofrelatednessamongorganismsorspecies.• 3.5.3:Investigatehownaturalandhuman-madechangesinenvironmentalconditionswillaffectindividual

organismsandthedynamicsofpopulations.


Technological Literacy

GRADES K-2• 3.A.1.aExploreanduseteacherselectedtechnologytools,includingsoftwareandhardware,tolearnnew

contentorreinforceskills• 5.A.1.aSelectrelevantinformationfromteacher-selectedtechnologyresources(suchaspictureinterface

databasesandbookmarkedfiles)GRADES 3-6

• 3.A.1.aUsetechnologytools,includingsoftwareandhardware,fromarangeofteacher-selectedoptionstolearnnewcontentorreinforceskills

• 5.A.1.aSelectrelevantinformationfromappropriatetechnologyresourcesGRADES 7-8

• 3.A.1.aUsetechnologytools,includingsoftwareandhardware,tolearnnewcontentorreinforceskills• 5.A.1.aSelectrelevantinformationfromappropriatetechnologyresources

Social Studies—Geography

GRADES 1-2:3.A.1UsegeographictoolstolocateanddescribeplacesonEarthGRADE 3: 3.B.1.aCompareplacesandregionsusinggeographicfeaturesGRADE 7:3.A.1.cAnalyzegeographicissuesandproblems

COMMON CORE STATE STANDARDS

ThissectioncontainstheCommonCoreStateStandards forMathematicsandEnglishLanguageArts forgradesK–12,whichhavebeenadoptedbytheDepartmentsofEducationinOhio,Indiana,andKentucky.Thesespecificcurriculum requirements are met through the educational themes of Dinosaurs Alive! along with the classroomlessonplansandactivitiesinthisStudy.

Mathematics

ELEMENTARY SCHOOLKindergarten

• K.CC.1-Counting&Cardinality:Countto100byonesandbytens• K.CC.3-Counting&Cardinality:Writenumbersfrom0to20.Representanumberofobjectswithawritten

numeral0-20• K.CC.5 - Counting & Cardinality: Count to answer“how many?” questions about as many as 20 things

arrangedinaline,arectangulararray,oracircle,orasmanyas10thingsinascatteredconfiguration;givenanumberfrom1–20,countoutthatmanyobjects.


• K.MD.1-Measurement&Data:Describemeasurableattributesofobjects,suchaslengthorweight.Describeseveralmeasurableattributesofasingleobject.

• K.MD.2-Measurement&Data:Directlycomparetwoobjectswithameasurableattributeincommon,toseewhichobjecthas“moreof”/“lessof”theattribute,anddescribethedifference.

Grade 1• 1.OA.1-Operations&AlgebraicThinking:Useadditionandsubtractionwithin20tosolvewordproblems

involvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.

• 1.MD.1-Measurement&Data:Orderthreeobjectsbylength;comparethelengthsoftwoobjectsindirectlybyusingathirdobject.

• 1.MD.2-Measurement&Data:Expressthelengthofanobjectasawholenumberoflengthunits,bylayingmultiplecopiesofashorterobject(thelengthunit)endtoend;understandthatthelengthmeasurementofanobjectisthenumberofsame-sizelengthunitsthatspanitwithnogapsoroverlaps.

• 1.MD.4-Measurement&Data:Organize,represent,andinterpretdatawithuptothreecategories;askandanswerquestionsaboutthetotalnumberofdatapoints,howmanyineachcategory,andhowmanymoreorlessareinonecategorythaninanother.

Grade 2• 2.OA.1 – Operations & Algebraic Thinking: Use addition and subtraction within 100 to solve one- and

two-stepwordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for theunknownnumbertorepresenttheproblem.

• 2.MD.1-Measurement&Data:Measurethelengthofanobjectbyselectingandusingappropriatetoolssuchasrulers,yardsticks,metersticks,andmeasuringtapes.

• 2.MD.3-Measurement&Data:Estimatelengthsusingunitsofinches,feet,centimeters,andmeters.• 2.MD.9-Measurement&Data:Generatemeasurementdatabymeasuringlengthsofseveralobjectsto

thenearestwholeunit,orbymakingrepeatedmeasurementsofthesameobject.Showthemeasurementsbymakingalineplot,wherethehorizontalscaleismarkedoffinwhole-numberunits.

• 2.MD.10-Measurement&Data:Drawapicturegraphandabargraph(withsingle-unitscale)torepresentadatasetwithuptofourcategories.Solvesimpleput-together,take-apart,andcompareproblemsusinginformationpresentedinabargraph.

Grade 3• 3.OA.2 - Operations & Algebraic Thinking: Interpret whole-number quotients of whole numbers, e.g.,

interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.

• 3.NF.1-Number&Operations—Fractions:Understandafraction1/basthequantityformedby1partwhenawholeispartitionedintobequalparts;understandafractiona/basthequantityformedbyapartsofsize1/b.

• 3.MD.3-Measurement&Data:Drawascaledpicturegraphandascaledbargraphtorepresentadatasetwithseveralcategories.Solveone-andtwo-step“howmanymore”and“howmanyless”problemsusinginformationpresentedinscaledbargraphs.

• 3.MD.4-Measurement&Data:Generatemeasurementdatabymeasuringlengthsusingrulersmarkedwithhalvesandfourthsofaninch.Showthedatabymakingalineplot,wherethehorizontalscaleismarkedoff


inappropriateunits—wholenumbers,halves,orquarters.Grade 4

• 4.OA.3-Operations&AlgebraicThinking:Solvemultistepwordproblemsposedwithwholenumbersandhavingwhole-numberanswersusingthefouroperations,includingproblemsinwhichremaindersmustbeinterpreted. Represent these problems using equations with a letter standing for the unknown quantity.Assess the reasonableness of answers using mental computation and estimation strategies includingrounding.

• 4.NBT.3-Number&Operations inBaseTen: Useplacevalueunderstandingtoroundmulti-digitwholenumberstoanyplace.

• 4.NF.3-Number&Operations—Fractions:Understandafractiona/bwitha>1asasumoffractions1/b.• 4.NF.6-Number&Operations—Fractions:Usedecimalnotationforfractionswithdenominators10or100.• 4.MD.1-Measurement&Data:Knowrelativesizesofmeasurementunitswithinonesystemofunitsincluding

km,m,cm;kg,g;lb,oz.;l,ml;hr,min,sec.Withinasinglesystemofmeasurement,expressmeasurementsinalargerunitintermsofasmallerunit.Recordmeasurementequivalentsinatwo-columntable.

• 4.MD.2-Measurement&Data:Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsof time, liquid volumes, masses of objects, and money, including problems involving simple fractions ordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit. Represent measurement quantities using diagrams such as number line diagrams that feature ameasurementscale.

• 4.MD.4-Measurement&Data: Makealineplottodisplayadatasetofmeasurementsinfractionsofaunit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using informationpresentedinlineplots.

Grade 5• 5.NBT.2-Number&OperationsinBaseTen:Explainpatternsinthenumberofzerosoftheproductwhen

multiplyinganumberbypowersof10,andexplainpatternsintheplacementofthedecimalpointwhenadecimalismultipliedordividedbyapowerof10.Usewhole-numberexponentstodenotepowersof10.

• 5.NBT.4 - Number & Operations in Base Ten: Use place value understanding to round decimals to anyplace.

• 5.NBT.7-Number&OperationsinBaseTen:Add,subtract,multiply,anddividedecimalstohundredths,usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused.

• 5.NF.3 - Number & Operations—Fractions: Interpret a fraction as division of the numerator by thedenominator(a/b=a÷b).Solvewordproblemsinvolvingdivisionofwholenumbersleadingtoanswersintheformoffractionsormixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.

• 5.NF.5-Number&Operations—Fractions:Interpretmultiplicationasscaling(resizing),bycomparingthesizeofaproducttothesizeofonefactoronthebasisofthesizeoftheotherfactor,withoutperformingtheindicatedmultiplication.

• 5.NF.6-Number&Operations—Fractions:Solverealworldproblemsinvolvingmultiplicationoffractionsandmixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.

• 5.MD.1-Measurement&Data:Convertamongdifferent-sizedstandardmeasurementunitswithinagivenmeasurementsystem(e.g.,convert5cmto0.05m),andusetheseconversionsinsolvingmulti-step,realworldproblems


MIDDLE SCHOOLGrade 6

• 6.RP.1-Ratios&ProportionalRelationships:Understandtheconceptofaratioanduseratiolanguagetodescribearatiorelationshipbetweentwoquantities.

• 6.RP.3 - Ratios & Proportional Relationships: Use ratio and rate reasoning to solve real-world andmathematicalproblems,e.g.,byreasoningabouttablesofequivalentratios,tapediagrams,doublenumberlinediagrams,orequations.

• 6.NS.3-TheNumberSystem:Fluentlyadd,subtract,multiply,anddividemulti-digitdecimalsusingthestandardalgorithmforeachoperation.

• 6.SP.1-Statistics&Probability:Recognizeastatisticalquestionasonethatanticipatesvariabilityinthedatarelatedtothequestionandaccountsforitintheanswers.

• 6.SP.2-Statistics&Probability:Understandthatasetofdatacollectedtoanswerastatisticalquestionhasadistributionwhichcanbedescribedbyitscenter,spread,andoverallshape.

• 6.SP.4 - Statistics & Probability: Display numerical data in plots on a number line, including dot plots,histograms,andboxplots.

• 6.SP.5-Statistics&Probability:Summarizenumericaldatasetsinrelationtotheircontext.Grade 7

• 7.RP.2-Ratios&ProportionalRelationships:Recognizeandrepresentproportionalrelationshipsbetweenquantities.

• 7.NS.3-TheNumberSystem:Solvereal-worldandmathematicalproblemsinvolvingthefouroperationswithrationalnumbers.

• 7.G.1-Geometry:Solveproblemsinvolvingscaledrawingsofgeometricfigures,includingcomputingactuallengthsandareasfromascaledrawingandreproducingascaledrawingatadifferentscale.

• 7.SP.1 - Statistics & Probability: Understand that statistics can be used to gain information about apopulationbyexaminingasampleofthepopulation;generalizationsaboutapopulationfromasamplearevalidonly if thesample is representativeof thatpopulation.Understand that randomsampling tends toproducerepresentativesamplesandsupportvalidinferences.

• 7.SP.2-Statistics&Probability:Usedatafromarandomsampletodrawinferencesaboutapopulationwithanunknowncharacteristicofinterest.Generatemultiplesamples(orsimulatedsamples)ofthesamesizetogaugethevariationinestimatesorpredictions.

Grade 8• 8.EE.3 - Expressions & Equations: Use numbers expressed in the form of a single digit times a whole-

numberpowerof10toestimateverylargeorverysmallquantities,andtoexpresshowmanytimesasmuchoneisthantheother.

• 8.SP.1-Statistics&Probability: Constructandinterpretscatterplotsforbivariatemeasurementdatatoinvestigatepatternsofassociationbetweentwoquantities.Describepatternssuchasclustering,outliers,positiveornegativeassociation,linearassociation,andnonlinearassociation.

HIGH SCHOOLStatistics&Probability

• S-ID.1-InterpretingCategorical&QuantitativeData:Representdatawithplotsontherealnumberline(dotplots,histograms,andboxplots).

• S-IC.1 - Making Inferences & Justifying Conclusions: Understand statistics as a process for makinginferencesaboutpopulationparametersbasedonarandomsamplefromthatpopulation.


English Language ArtsK-5: Reading Informational TextsKindergarten

• RI.K.10:Activelyengageingroupreadingactivitieswithpurposeandunderstanding.Grade1• RI.1.10:Withpromptingandsupport,readinformationaltextsappropriatelycomplexforgrade1.

Grade 2• RI.2.10:Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,

science,andtechnicaltexts,inthegrades2-3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.

Grade 3• RI.3.3:Describetherelationshipbetweenaseriesofhistoricalevents,scientificideasorconcepts,orsteps

intechnicalproceduresinatext,usinglanguagethatpertainstotime,sequence,andcause/effect.• RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to

demonstrateunderstandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur).• RI.3.10:Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,

science,andtechnicaltexts,inthegrades2-3textcomplexitybandindependentlyandproficiently.Grade 4

• RI.4.3:Explainevents,procedures,ideas,orconceptsinahistorical,scientific,ortechnicaltext,includingwhathappenedandwhy,basedonspecificinformationinthetext.

• RI.4.7:Interpretinformationpresentedvisually,orally,orquantitatively(e.g.,incharts,graphs,diagrams,timelines,animations,orinteractiveelementsonWebpages)andexplainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears.

• RI.4.9:Integrateinformationfromtwotextsonthesametopicinordertowriteorspeakaboutthesubjectknowledgeably.

• RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies,science,andtechnicaltexts,inthegrades4–5textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.

Grade 5• RI.5.3:Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideas,orconcepts

inahistorical,scientific,ortechnicaltextbasedonspecificinformationinthetext.• RI.5.7: Drawon informationfrommultipleprintordigitalsources,demonstratingtheabilityto locatean

answertoaquestionquicklyortosolveaproblemefficiently.• RI.5.9: Integrate information fromseveral textson thesame topic inorder towriteor speakabout the

subjectknowledgeably.• RI.5.10:Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,

science,andtechnical texts,at thehighendof thegrades4–5textcomplexityband independentlyandproficiently.

6-8: Literacy in Science and Technical SubjectsReading

• RST.6-8.3:Followpreciselyamultistepprocedurewhencarryingoutexperiments,takingmeasurements,orperformingtechnicaltasks.


• RST.6-8.7:Integratequantitativeortechnicalinformationexpressedinwordsinatextwithaversionofthatinformationexpressedvisually(e.g.,inaflowchart,diagram,model,graph,ortable).

• RST.6-8.9:Compareandcontrasttheinformationgainedfromexperiments,simulations,video,ormultimediasourceswiththatgainedfromreadingatextonthesametopic.

• RST.6-8.10:Bytheendofgrade8,readandcomprehendscience/technicaltextsinthegrades6–8textcomplexitybandindependentlyandproficiently.

Writing• WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific

procedures/experiments,ortechnicalprocesses.• WHST.6-8.9:Drawevidencefrominformationaltextstosupportanalysisreflection,andresearch.

9-10: Literacy in Science and Technical SubjectsReading

• RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, takingmeasurements,orperformingtechnicaltasks,attendingtospecialcasesorexceptionsdefinedinthetext.

• RST.9-10.7: Translatequantitativeortechnical informationexpressedinwords inatext intovisualform(e.g.,atableorchart)andtranslateinformationexpressedvisuallyormathematically(e.g.,inanequation)intowords.

• RST.9-10.9:Compareandcontrastfindingspresentedinatexttothosefromothersources(includingtheirownexperiments),notingwhenthefindingssupportorcontradictpreviousexplanationsoraccounts.


Writing• WHST.9-10.2: Write informative/explanatory texts, including thenarrationofhistoricalevents,scientific

procedures/experiments,ortechnicalprocesses.• WHST.9-10.9:Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.

11-12:LiteracyinScienceandTechnicalSubjectsReading

• RST.11-12.3: Follow precisely a complex multistep procedure when carrying out experiments, takingmeasurements,orperformingtechnicaltasks;analyzethespecificresultsbasedonexplanationsinthetext.

• RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats andmedia(e.g.,quantitativedata,video,multimedia)inordertoaddressaquestionorsolveaproblem.

• RST.11-12.9: Synthesize informationfromarangeofsources(e.g., texts,experiments,simulations) intoacoherentunderstandingofaprocess,phenomenon,orconcept,resolvingconflicting informationwhenpossible.


Writing• WHST.11-12.2:Writeinformative/explanatorytexts,includingthenarrationofhistoricalevents,scientific

procedures/experiments,ortechnicalprocesses.• WHST.11-12.9:Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.


State Curriculum StandardsWeknowhowimportantitisforyoutobeabletojustifyFieldTripsanddocumenthowinstructionaltimeisspentoutsideofyourclassroom.Withthatinmind,theactivitiesinthisEducator’sGuideandtheexperienceyourclasswillhaveduringtheirFieldTriptoDinosaursAlive!havebeendirectlycorrelatedtothecurriculumrequirementsforyourstate,asincludedonthislist.

PENNSYLVANIA

Science and Technology and Engineering EducationGrade Related Academic Standards Assessment Anchors Eligible Content

3 3.1.3.C2,3.1.3.C3,3.1.3.C4,3.4.3.A3

S3.A.3,S3.B.2 S3.A.3.2.1,S3.B.2.1.3

4 3.1.4.C1,3.1.4.C3,3.1.4.C4,3.3.4.A3,3.4.4.A1

S4.A.1,S4.A.2,S4.A.3,S4.B.1,S4.B.2,S4.C.1

S4.A.1.1.1,S4.A.1.3.1,S4.A.1.3.2,S4.A.2.1.1,S4.A.2.1.2,S4.A.2.2.1,S4.A.3.2.1,S4.B.1.1.2,S4.B.2.1.1,S4.B.2.1.2,S4.C.1.1.2

5 3.1.5.C1,3.1.5.C2,3.1.5.C4,3.4.5.A3

S5.A.1,S5.A.2,S5.B.2 S5.A.1.1.1,S5.A.2.1.2,S5.A.2.1.3,S5.B.2.1.4

6 3.1.6.C1,3.1.6.C4,3.4.6.A3 S6.B.2 S6.B.2.1.2

7 3.1.7.A1,3.1.7.A8,3.1.7.A9,3.1.7.C1,3.1.7.C2,3.1.7.C3,3.1.7.C4,3.3.7.A3,3.3.7.A7,3.4.7.A1,3.4.7.A3,3.4.7.C1,3.4.7.C2,3.4.7.D2

S7.A.1,S7.A.2,S7.B.2,S7.D.1

S7.A.1.1.3,S7.A.1.3.2,S7.A.2.1.1,S7.A.2.2.2,S7.B.2.12,S7.B.2.1.3,S7.D.1.1.2

8 3.1.8.A8,3.1.8.A9,3.1.8.C1,3.1.8.C4,3.3.8.A3,3.3.8.A7

S8.A3,S8.B.2,S8.B.3,S8.D.1

S8.A.3.2.2,S8.B.3.2.1,S8.B.3.2.3,S8.B.2.1.5,S8.D.1.1.2,S8.D.1.1.4

HSBiology

3.1.B.C3,3.1.B.C4 BIO.B.3,S11.A.1,S11.B.2 BIO.B.3.2.1,S11.B.2.1.1,S11.A.1.1.2

GeographyGrade Standard3 7.1.3.A4 7.1.4.A5 7.1.5.A6 7.1.6.A7 7.1.7.A8 7.1.8.A9 7.1.9.A


NEW JERSEY

Science

BytheendofGrade4:5.1.4.A.2,5.1.4.A.3,5.1.4.B.1,5.1.4.B.2,5.1.4.B.3,5.3.4.A.2,5.3.4.C.2BytheendofGrade6:5.3.6.E.1,5.4.4.B.1,5.4.6.BBytheendofGrade8:5.1.8.A.1,5.1.8.A.2,5.1.8.A.3,5.1.8.B.1,5.1.8.B.3,5.3.8.E.1,5.3.8.E.2,5.4.8.D.2BytheendofGrade12:5.1.12.A.2,5.1.12.D.2,5.3.12.E.3,5.4.12.B.3Technology Social Studies

BytheendofGrade4:8.1.4.E.2,8.1.4.F.1 BytheendofGrade4:6.1.4.C.16BytheendofGrade8:8.2.8.B.3 BytheendofGrade12:6.2.12.D.2.d

DELAWARE

Science

Standard1:NatureandApplicationofScienceandTechnologyStrand:UnderstandingsandAbilitiesofScientificInquiry• GradesK-3:A,C• Grades4-5:A,C,F• Grades6-8:A,C,F• Grades9-12:A,C,FStrand:HistoryandContextofScience• Grades4-5:A• Grades6-8:A• Grades9-12:A

Standard5:Earth’sDynamicSystems.Strand:InteractionsthroughoutEarth’sSystems• Grades6-8:K,L• Grades9-12:B

Standard7:DiversityandContinuityofLivingThings.Strand:DiversityandEvolution• GradesK-3:A• Grades4-5:A• Grades6-8:A,B,C,D• Grades9-12:A,B,C

Standard8:Ecology.Strand:InteractionswithintheEnvironment• Grades4-5:C,D• Grades6-8:D,E• Grades9-12:C,D


Engineering & Technology Education Social Studies: Geography

M1.01.05,M2.01.03,M4.01.01,M5.01.02,TPA1.01.06 Standard1:K-3a,6-8a

NEW YORK

Mathematics, Science, & Technology

ElementaryStandard1:Analysis,Inquiry,&DesignMathematicalAnalysis

• KeyIdea2:Deductiveandinductivereasoningareusedtoreachmathematicalconclusions. o Usesimplelogicalreasoningtodevelopconclusions,recognizingthatpatternsandrelationshipspresent

intheenvironmentassisttheminreachingtheseconclusions.ScientificInquiry• KeyIdea1.Thecentralpurposeofscientificinquiryistodevelopexplanationsofnaturalphenomenaina

continuing,creativeprocess. o Ask“why”questions inattempts toseekgreaterunderstandingconcerningobjectsandevents they

haveobservedandheardabout. o Questiontheexplanationstheyhearfromothersandreadabout,seekingclarificationandcomparing

themwiththeirownobservationsandunderstandings.• KeyIdea3.Theobservationsmadewhiletestingproposedexplanations,whenanalyzedusingconventional

andinventedmethods,providenewinsightsintophenomena. o Organize observations and measurements of objects and events through classification and the

preparationofsimplechartsandtables. o Interpret organized observations and measurements, recognizing simple patterns, sequences, and

relationships.Standard4:Science,LivingEnvironment

• KeyIdea3:Individualorganismsandspecieschangeovertime. o Describehowthestructuresofplantsandanimalscomplementtheenvironmentoftheplantoranimal. o Observethatdifferenceswithinaspeciesmaygiveindividualsanadvantageinsurvivingandreproducing.

Standard5:TechnologyEducation• EngineeringDesign o Planandbuild,undersupervision,amodelofthesolutionusingfamiliarmaterials,processes,andhand

tools.• ComputerTechnology o Usethecomputerasatoolforgeneratinganddrawingideas.Standard6:Interconnectedness—CommonThemes• Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis,

explanation,interpretation,ordesign. o Analyze,construct,andoperatemodelsinordertodiscoverattributesoftherealthing.


o Discoverthatamodelofsomethingisdifferentfromtherealthingbutcanbeusedtostudytherealthing.

o Use different types of models, such as graphs, sketches, diagrams, and maps, to represent variousaspectsoftherealworld.

• KeyIdea3:Thegroupingofmagnitudesofsize,time,frequency,andpressuresorotherunitsofmeasurementintoaseriesofrelativeorderprovidesausefulwaytodealwiththeimmenserangeandthechangesinscalethataffectthebehavioranddesignofsystems.

o Identify the biggest and the smallest values as well as the average value of a system when giveninformationaboutitscharacteristicsandbehavior.

• KeyIdea5:Identifyingpatternsofchangeisnecessaryformakingpredictionsaboutfuturebehaviorandconditions.

o Usesimpleinstrumentstomeasuresuchquantitiesasdistance,size,andweightandlookforpatternsinthedata.

o Analyzedatabymakingtablesandgraphsandlookingforpatternsofchange.

IntermediateStandard1:Analysis,Inquiry,&Design

MathematicalAnalysis• KeyIdea2:Deductiveandinductivereasoningareusedtoreachmathematicalconclusions. o Useinductivereasoningtoconstruct,evaluate,andvalidateconjecturesandarguments,recognizing

thatpatternsandrelationshipscanassistinexplainingandextendingmathematicalphenomena.• KeyIdea3.Criticalthinkingskillsareusedinthesolutionofmathematicalproblems. o Apply mathematical knowledge to solve real-world problems and problems that arise from the

investigationofmathematicalideas,usingrepresentationssuchaspictures,charts,andtables.ScientificInquiry• KeyIdea1:Thecentralpurposeofscientificinquiryistodevelopexplanationsofnaturalphenomenaina

continuing,creativeprocess. o Construct explanations independently for natural phenomena, especially by proposing preliminary

visualmodelsofphenomena.• KeyIdea3:Theobservationsmadewhiletestingproposedexplanations,whenanalyzedusingconventional

andinventedmethods,providenewinsightsintophenomena. o Designcharts,tables,graphsandotherrepresentationsofobservationsinconventionalandcreative

waystohelpthemaddresstheirresearchquestionorhypothesis. o Interprettheorganizeddatatoanswertheresearchquestionorhypothesisandtogaininsightintothe

problem.Standard4:Science,LivingEnvironment

• KeyIdea3:Individualorganismsandspecieschangeovertime. o Describesourcesofvariationinorganismsandtheirstructuresandrelatethevariationstosurvival. o Describefactorsresponsibleforcompetitionwithinspeciesandthesignificanceofthatcompetition.

Standard5:TechnologyEducation• EngineeringDesign o Locateandutilizearangeofprinted,electronic,andhumaninformationresourcestoobtainideas. o Develop plans, including drawings with measurements and details of construction, and construct a

modelofthesolution,exhibitingadegreeofcraftsmanship.


• ComputerTechnology o UseacomputersystemtoconnecttoandaccessneededinformationfromvariousInternetsites.Standard6:Interconnectedness—CommonThemes• Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis,

explanation,interpretation,ordesign. o Usemodelstostudyprocessesthatcannotbestudieddirectly(e.g.,whentherealprocessistooslow,

toofast,ortoodangerousfordirectobservation).• KeyIdea3:Thegroupingofmagnitudesofsize,time,frequency,andpressuresorotherunitsofmeasurement


o Usepowersoftennotationtorepresentverysmallandverylargenumbers.

CommencementStandard1:Analysis,Inquiry,&Design

MathematicalAnalysis• KeyIdea2:Deductiveandinductivereasoningareusedtoreachmathematicalconclusions. o Use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that

patternsandrelationshipsinmathematicsassisttheminarrivingattheseconjecturesandarguments.• KeyIdea3:Criticalthinkingskillsareusedinthesolutionofmathematicalproblems. o Applyalgebraicandgeometricconceptsandskillstothesolutionofproblems.ScientificInquiry• KeyIdea1:Thecentralpurposeofscientificinquiryistodevelopexplanationsofnaturalphenomenaina

continuing,creativeprocess. o Worktowardreconcilingcompetingexplanations;clarifyingpointsofagreementanddisagreement.Standard4:Science,LivingEnvironment• KeyIdea1:Livingthingsarebothsimilartoanddifferentfromeachotherandnonlivingthings. o Explainhowdiversityofpopulationswithinecosystemsrelatestothestabilityofecosystems.• KeyIdea3:Individualorganismsandspecieschangeovertime. o Explainthemechanismsandpatternsofevolution.• KeyIdea6:Plantsandanimalsdependoneachotherandtheirphysicalenvironment. o Explainfactorsthatlimitgrowthofindividualsandpopulations.Standard6:Interconnectedness—CommonThemes• KeyIdea3:Thegroupingofmagnitudesofsize,time,frequency,andpressuresorotherunitsofmeasurement


o Describetheeffectsofchangesinscaleonthefunctioningofphysical,biological,ordesignedsystems. o Extendtheiruseofpowersoftennotationtounderstandingtheexponentialfunctionandperforming

operationswithexponentialfactors.


Social StudiesStandard3,KeyIdea2Elementary:gatherandorganizegeographicinformationfromavarietyofsourcesanddisplayinanumberofwaysIntermediate:interpretgeographicinformationbysynthesizingdataanddevelopingconclusionsandgeneralizations

aboutgeographicissuesandproblems

MARYLAND

Science

Grades K-2 • SkillsandProcesses:1.A.1.b,1.A.1.c,1.A.1.g,1.D.1.e,1.D.3.a,1.D.3.b• GradeK:3.A.1.d,3.D.1.c• Grade1:3.A.1.a,3.A.1.c• Grade2:3.D.1.b,3.D.1.c

Grades 3-5• SkillsandProcesses:1.A.1.a,1.A.1.b,1.A.1.e,1.B.1.a,1.B.1.b,1.B.1.c,1.C.1.a,1.C.1.e,1.D.1.a,1.D.1.c,

1.D.1.d• Grade4:2.B.2.a,2.B.2.b,2.B.2.c;3.A.1.d,3.D.1.b,3.D.1.c,3.D.1.d• Grade5:3.A.1.b,3.A.1.e

Grades 6-8• SkillsandProcesses:1.A.1.b,1.A.1.h,1.B.1.c,1.C.1.a,1.C.1.b,1.C.1.c,1.C.1.e,1.C.1.g,1.D.1.b• Grade6:2.C.2.a;3.D.1.e,3.D.1.g,3.F.1.a• Grade8:2.B.2.a,2.B.2.b;3.D.1.a,3.D.1.b,3.D.1.c,3.D.1.d,3.D.1.e;6.B.1.a

Biology:1.7.2,1.7.6;3.4.1,3.4.2,3.5.3

Technological Literacy Social Studies—Geography

GradesK-2:3.A.1.a,5.A.1.a Grades1-2:3.A.1Grades3-6:3.A.1.a,5.A.1.a Grade3:3.B.1.aGrades7-8:3.A.1.a,5.A.1.a Grade7:3.A.1.c


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