educator`s guide

Transcription

educator`s guide

EDUCATOR’S GUIDE
CLASSROOM LESSON PLANS & FIELD TRIP ACTIVITIES
at Dorney Park and
Wildwater Kingdom
Table of Contents
Introduction
The Field Trip................................................... 2
The Educator’s Guide................................... 3
Field Trip Activity.......................................................4
Lesson Plans
Lesson 1: Lesson 2: Lesson 3: Lesson 4: Dorney Park and Wildwater Kingdom
3830 Dorney Park Road
Allentown, PA 18104
www.dorneypark.com
Call 610.395.2000 for Group Tickets
© 2012 Dinosaurs Unearthed
All rights reserved. Except for educational fair use, no portion of this guide may
be reproduced, stored in a retrieval system, or transmitted in any form or by any
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.net
www.dinosaursunearthed.com
Form and Function................. 6
Dinosaur Detectives.............10
Mesozoic Math.......................14
Fossil Stories............................22
Games & Puzzles
Crossword Puzzles......................................29
Logic Puzzles.................................................32
Word Searches..............................................37
Answer Keys
.....................................................39
Additional Resources
Recommended Reading...........................44
Dinosaur Data...............................................45
Discovering Dinosaurs...............................52
Glossary.......................................................................54
Standards
Curriculum Standards................................58
Introduction
The Field Trip
From the time of the first exhibition unveiled in 1854
at the Crystal Palace, dinosaurs have captured the
imagination and fascination of the public. Step back
in time to the beginning of the “Age of the Dinosaurs”
at DINOSAURS ALIVE! – the most immersive and
comprehensive Mesozoic experience – and encounter
the beasts that dominated the planet for over 180 million
years. This multi-sensory and interactive experience
brings not only insight into the new scientific discoveries
concerning the appearance and behaviors of dinosaurs,
but also features some of the latest finds including
Mojoceratops and Kosmoceratops, both of whom were
discovered in 2010. Art and technology, two disparate
disciplines, are also explored in order for students and
teachers to hear the sounds, see the movements and
observe the beauty of full-sized animatronic creations
that replicate nearly every feature of the dinosaurs.
Imagine not passively learning but actively comparing
not only the immense size of each dinosaur to the others
but also being able to witness how they may have looked
and moved in their own environments. DINOSAURS
ALIVE! is presented in a spectacular outdoor setting,
in order to feature the full life-sized majesty of gigantic
sauropods such as Mamenchisaurus and the over 40foot tall Ruyangosaurus giganteous.
This outdoor exhibition presents scenes and stories
based on real fossil evidence, such as the predator trap
at Cleveland-Lloyd in Utah and the Pachyrhinosaurus
flash flood episode from Pipestone Creek in Alberta,
Canada. Students can create a written or oral history
of these events detailing what happened before, during
and after what they see depicted so vividly at the
exhibition. Other key scenes depicting behaviors and
diversity include an attack by a pack of Deinonychus
on a lone Tenontosaurus, and an adult and sub-adult
Tyrannosaurus rex stalking a Triceratops. Art students
are invited to bring their sketch pads to document these
magnificent creatures as they really lived.
The exhibition is laid out in such a way that students
can easily compare dinosaurs from different locations
and observe their physical similarities. Fish eaters
discovered in Africa are compared with creatures
from South America and England who share their
same penchant for fish. The iconic North American
Parasaurolophus is grouped with the lesser known
Olorotitan, originally discovered in the Far East and
Ouranosaurus, which was discovered in Africa.
The opportunity to observe the size of these massive
hadrosaurs, as shown in the life-sized animatronics at
DINOSAURS ALIVE!, and understand that they lived
in herds numbering in the hundreds and thousands,
all the while sharing the same ecological environment
with giant predators, becomes a moment of awe and
understanding of a world long since extinct. Yet the
comparison and contrast does not end with similar
species.
Illustrating not only the range of species found in one
paleontological excavation but also the similarities
in physicality from other locations, the dinosaurs
represented from the Dashanpu Quarry site recall
the creatures discovered at Cleveland-Lloyd. In both
instances the accompanying content tells the dynamic
story of Jurassic prehistoric life and presents the facts
in an engaging and rich educational manner which will
capture the attention of any grade level.
DINOSAURS ALIVE! AT DORNEY PARK | 2
Combining finely detailed,
hand-crafted animatronics,
interactive consoles, a lush
setting and educational content
that reflects the latest scientific
theories DINOSAURS ALIVE!
offers not only the excitement
of a tail thrashing, clawing,
and roaring exhibition but the
opportunity to actively engage in
a unique learning experience. The educational package
which accompanies the field trip was developed by
an award winning educational consultant to meet
curriculum standards and specifically references facts
and species from DINOSAURS ALIVE!
The Educator’s Guide
This Educator’s Guide has been created to help
educators and students make the most of their field trip
to DINOSAURS ALIVE! The guide begins with an onsite field trip activity to keep your students engaged and
focused while at DINOSAURS ALIVE! Next, you will find
four Classroom Lesson Plans centered on key topics
highlighted in the exhibition and designed to correlate
closely with your STEM curriculum standards.
These plans contain dynamic activities and assignments
for elementary school students as well as adaptations
and advanced lessons for older grades. The guide is
created to be flexible; use it to best fit the needs and
capabilities of your class. You know your students better
than anyone else. You may select some of the lower
level activities for use with your eighth graders or you
might pull from some of the more advanced activities
for use with your most curious and sophisticated young
paleontologists.
Lesson 1 is called Form and Function. At the exhibition
you will see how dinosaurs evolved and adapted based on
their needs, environments and diets. In the classroom,
your students will learn about some of the anatomical
differences between predators and prey while doing
a hands-on science
exper iment on depth
perception. In Lesson
2, Dinosaur Detectives,
students research key
paleontologists and their
discoveries
and
learn
first-hand that science
is a dynamic and everchanging world. While at
the exhibition, your students will see the culmination of
over a hundred years of paleontology.
Lesson 3 is Mesozoic Math. Students work with
measurements, proportions and scale models of the
true-to-life-sized dinosaurs they see on their field
trip. The final lesson, Lesson 4, is Fossil Stories. At
DINOSAURS ALIVE!, you will be introduced to three
stories of dinosaur discoveries, theories of how mass
death may have occurred and the connection between
dragons and dinosaurs.
The guide also contains recommended reading lists
to expand your students’ knowledge of the world of
dinosaurs, plus dinosaur-themed games and puzzles
for both younger and older students and dinosaur fun
facts that you can adapt for trivia contests, Jeopardy
and Bingo games or a Fact of the Day calendar.
We know how important it is to be able to justify field
trips and document how instructional time is spent
outside of your classroom. To that end, the Educator’s
Guide correlates to national curriculum standards.
These resources can be used before your visit to help
prepare students for the teachable moments found
throughout the exhibition as well as when you return to
school to further explore the connections between the
educational themes of the exhibition and your classroom
instruction. Take advantage of this unique opportunity
to literally bring science to life for your students. We
look forward to seeing you at DINOSAURS ALIVE!
Name
Class
Date
I lived in the
Early Cretaceous
110 Mya
Late Cretaceous
65 Mya
Late Cretaceous
72 Mya
Late Cretaceous
75 – 74 Mya
Mid-Triassic
231.4 Mya
Late Jurassic
150 Mya
Late Cretaceous
76.4 – 75.5 Mya
Late Cretaceous
99.6 – 89.3 Mya
Late Cretaceous
73.5 – 71 Mya
My unique fact
My name comes from the fact that
paleontologists were frustrated when
trying to remove the plaster around
my skull
My lower jaw could deliver 10,000
newtons of force – the equivalent of
being able to lift a semi-trailer
My duck-like beak holds hundreds of
tiny teeth
My name comes from an early
20th-century African-American term
meaning a magic charm or talisman
I first appeared in a time when
dinosaurs were not yet dominant
and competed against larger, more
powerful animals for food
I was the largest North American
predator of the Jurassic Period
I have the most ornate skull of any
known dinosaur
I was the largest Cretaceous
sauropod in Asia
Unlike other horned-face dinosaurs I
have a thick bony facial pad
1.
2.
3.
4.
5.
6.
7.
8.
9.
Who am I?
I am one of the dinosaurs
whose movements can be
controlled
North America: USA – New
Mexico, Utah; Canada –
Alberta
North America: USA – Alaska;
Canada – Alberta
Asia: China – Henan Province
At Dinosaurs Alive! I can be
found near or in a creek
I am the largest dinosaur in this
park
I have 10 hooks and 15 hornlike structures on my frill
I was the victim of a “Predator
Trap” which was later named
the Cleveland-Lloyd Quarry
North America: USA –
Montana, North Dakota, South
Dakota, Nebraska, Kansas,
Wyoming and Colorado;
Europe: Portugal
North America: USA – Utah
I am grouped with some other
Mesozoic Predators
South America: Argentina
I have a distinctive heartshaped frill
As the “King of the Lizards”
I may be the best known
dinosaur
North America: USA –
Colorado, Montana, South
Dakota and Wyoming; Canada
– Alberta
North America: Canada –
Alberta and Saskatchewan
I am grouped with other fish
eaters
Hint
South America: Brazil
The area I lived in was
Read the clues and look for these creatures on your field trip to DINOSAURS ALIVE! Fill in the first column with the dinosaurs’ names as
you encounter them; then answer the questions following the chart.
Who am I?
Field Trip Activity
Name
Class
Date
10. What animal, pictured here, from the Mid-Jurassic Period in China, did you
see at the exhibition that was a early stegosaurid?
11. Which time period has the most dinosaurs on the chart?
12. Which three US states would be the best for fossil hunting? (Hint: Which three states are on the chart the
most?)
13. Which province in Canada would be best for fossil hunting?
14. Once you complete the Field Trip Activity “Who Am I?” chart, place the dinosaurs in chronological order starting
from the earliest (Triassic) to the latest (Cretaceous) showing the name, time period and date.
Lesson 1: Form and Function
How do the scientists and engineers behind the scenes
at DINOSAURS ALIVE! know how to accurately create
the moving, roaring, life-sized beasts you see on your
field trip? They study and learn from the evidence the
real dinosaurs left behind, like fossilized bones.
For example, during your field trip to DINOSAURS
ALIVE!, take a close look at the head of Omeisaurus,
one of the large, herbivorous sauropods, and compare
it to that of a predator like Tyrannosaurus rex or
Yangchuanosaurus. Where are their eyes positioned on
their skulls?
Prey animals (like Omeisaurus) usually have eyes
spaced far apart and on the sides of their heads,
while the eyes of a predator (like Tyrannosaurus rex or
Yangchuanosaurus) face forward so they can focus on
what’s in front of them – a tasty dinner!
Activity 1: Elementary School
(Grades K - 5)
How are mice and cats like dinosaurs? It’s all in the
eyes! Animals that hunt for food need to have good
aim, good hand-eye (or hand-claw!) skills and good
depth perception. When our brain tells us what we are
seeing, it needs information from both eyes. For depth
perception, the brain uses the differences between the
picture from the left eye and the picture from the right
to figure out how far away something is.
When only one eye sends information, the picture is not
complete and depth perception is lost. Imagine how
hard it would be to hit a baseball if you couldn’t tell
whether the pitcher stood 16 feet away or 60 feet!
Animals that are prey, meaning that they are hunted by
other animals, need eyes that can see all around them
in order to be able to watch out for danger. Predators
are animals that hunt, kill and eat other animals. They
need eyes that give them good depth perception and
the best chance of catching their prey.
The biggest carnivorous hunters were the
theropods, like T. rex, with forward-facing eyes.
Name
Class
Date
When the eyes are close together on the front of the head, an animal has what is called “binocular vision” and better
depth perception. This means it is easier for them to tell how far something – like their dinner – is from them.
This activity will show you how animals with binocular vision, including humans and dinosaurs, have better depth
perception when both eyes are looking at the same object at the same time.
Materials
•
•
•
•
•
Partner
Pencil or pipe cleaner
Washer with a hole larger than pencil/pipe cleaner diameter
Modeling clay
Eye patch
Procedure
1.
2.
3.
4.
5.
6.
Stand the washer up on the clay.
Turn the clay and washer so that you are looking at the side of the washer – not the hole.
Hold the clay and washer in one hand with that arm stretched out in front of you.
Put the eye patch on one eye.
Try to put the pencil or pipe cleaner through the washer, like threading a needle.
Repeat the experiment so that you make 10 tries with the right eye covered, 10 tries with the left eye covered, and
10 tries with both eyes open.
7. Your partner will count your tries and record your results in this chart.
Right eye covered,
left open
yes
no
Left eye covered,
right open
yes
no
Both eyes
open
yes
no
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What happened?
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.
1. How many times were you able to put the pencil or
pipe cleaner through the washer with…
only your left eye open?
only your right eye open?
both eyes open?
2. Would you be a good predator, like the Eotyrannus below, if you could only see with one eye at a time? Why or why
not?
Try it!
• Calculate your success rates in number 1 above by dividing each total number by 10, then multiplying by 100 for
a percentage. For example, if you were successful with only your left eye four times: 4 ÷ 10 X 100 = 40%.
• For your next science fair project, test your classmates and family to “see” if being right-handed or left-handed
connects to whether they can thread the washer better with one eye or the other.
• Repeat the experiment on a larger scale. Have your partner toss you a bean bag or soft ball 10 times and see how
well you can catch it with only one eye.
This small theropod from the Early
Cretaceous Period, Eotyrannus, was
described and named in 2001.
Activity 2: Middle and High School (Grades 6 - 12)
Eye position is only one of the things paleontologists study in order to learn more about a dinosaur. A dinosaur’s
teeth, if there are any left, can tell us if that creature was an herbivore or a carnivore. When we see armored plates
we know that this was an animal that needed protection from neighbors with sharp teeth! What makes dinosaurs
look so strange to us are exactly what helped the species survive, even if all those frills, knobs, crests, and horns were
only there to make a dinosaur as handsome as possible to find a mate.
In this activity, match the features of a “mystery” dinosaur in the first list with the conclusions that can be made
about that dinosaur’s identity and life in the second list. The first one has been done for you.
Observations
1.
K
Allosaurus teeth marks on vertebra
7.
No tail marks found in trackways
2.
Eyes on the sides of its head
8.
No fossils in what would have been water
3.
Four large legs, footprints far apart
9.
About 150 million years old
4.
Gastroliths
10.
Dull, straight, rake-like teeth
5.
Hollow backbones
11.
Heart and brain separated by a long neck
6.
Long neck didn’t lift above horizontal
12.
Long ribs and stout leg bones
Conclusions: This dinosaur…
a. was an herbivore.
b. didn’t live in a jungle or forest because it would
constantly hit trees and get stuck.
c. needed light-weight bones.
d. held its tail up in the air, off the ground.
e. was not a predator.
f. lived in the Jurassic Period.
g. moved slowly.
h. needed a large, strong heart to keep enough blood
pumping to the brain.
i. was a heavy animal with a large torso.
j. needed help digesting plant fibers.
k. was hunted by Allosaurus.
l. was not a swimmer.
13. Based on this information, what dinosaur do you think it is?
Lesson 2: Dinosaur Detectives
“Dinosaur detectives” (better known as paleontologists)
are always learning new information about the
prehistoric creatures you will see on your field trip to
DINOSAURS ALIVE! Sometimes they even find
mistakes in what we thought we knew about dinosaurs.
For example, when Stegosaurus was first discovered
in the late 1800s, the famous paleontologist Othniel C.
Marsh thought it might have had a second brain in a
small space near its bottom! When a Triceratops was
discovered, scientists first classified it as something
similar to a buffalo, not a dinosaur. And, as you will
learn at DINOSAURS ALIVE! the dinosaur once known
as “Brontosaurus” no longer exists! That skeleton
turned out to be an Apatosaurus with the skull of a
Camarasaurus stuck on its neck!
Apatosaurus, formerly known as “Brontosaurus”
Activity 1: Elementary School (Grades K - 5)
The paleontologists listed in the chart on the next page are just 10 of the dozens of early scientists who first studied
dinosaurs. Although they may have made a few mistakes along the way, their work is the beginning of scientific
dinosaur paleontology.
In the chart, fill in the paleontologists’ dates, nationalities, and the name of one of the dinosaurs they named. One
has been done for you. Then, answer the questions that follow.
Name
Class
Name
Date
Birth-Death
Nationality
Dinosaur Named
1801-1869
German
Archaeopteryx
Roy C. Andrews
Barnum Brown
William Buckland
Edward D. Cope
Lawrence M. Lambe
Joseph Leidy
Gideon Mantell
Othniel C. Marsh
Henry F. Osborn
Hermann von Meyer
The first dinosaur to be
officially named was
Megalosaurus, in 1824 by the
Reverend William Buckland.
Name
Class
Date
1. Which paleontologist in the chart was born first? In what year?
2. Which nationality appears the most?
3. What reason do you think would explain this?
4. Color in the bar graph to show the number of paleontologists on the chart from each country.
6
5
4
3
2
1
American
British
Canadian
German
Name
Class
Date
Dinosaurs may be long gone, but new fossil discoveries and new theories from today’s dinosaur detectives keep
them in the spotlight! Working in groups and using the most recent dinosaur news found on the sites provided below,
write, create and produce a “Breaking News” dinosaur newscast. Produce a YouTube video of your report and post
it on your school website.
• Dinosaur News: http://www.dinosaurnews.org/
• New York Times Fossil News:
http://topics.nytimes.com/topics/reference/timestopics/subjects/f/fossils/index.html
• Smithsonian Dinosaur Blog:
http://blogs.smithsonianmag.com/dinosaur/
Not everyone who has a career working with dinosaurs is a paleontologist! Research these four people. Identify their
careers and how they contributed to our knowledge of dinosaurs.
1. Luis Alvarez
2. Benjamin W. Hawkins
3. Arthur Holmes
4. Alfred L. Wegener
Creating intricate, life-sized dinosaurs requires teams of experts. Writers,
robotics engineers, graphic designers, artists, landscapers, lighting
experts and exhibition designers all helped create these animatronic
masterpieces and the settings they inhabit. What other careers are part
of discovering, studying, constructing, displaying and touring dinosaurs?
Brainstorm a list of possibilities. Create a Dinosaur Job Fair in your class.
Identify job titles, the education required, colleges and universities with
the appropriate course of study, pay rate, duties and responsibilities.
Could this be your future career?
Lesson 3: Mesozoic Math
Since humans were not alive that long ago, no one knows
for sure exactly how long, tall, heavy or fast dinosaurs
really were. Scientists make good guesses based on
many pieces of information. For example, they study
the size of fossils and then use the measurements to
create the life-sized models you see on your field trip to
DINOSAURS ALIVE!
But how do we know if a fossil came from a particularly
small or big version of that kind of dinosaur? The more
fossils that are discovered, the closer we get to figuring
out the real lengths, heights and weights of these extinct
creatures.
In this lesson, you will compare dinosaurs from different
time periods, using average lengths from scientists’
best guesses, and then use those measurements to
create your own exhibition of dinosaurs!
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.
The dinosaur chart has information on 10 of the dinosaurs you will see during your field trip to DINOSAURS ALIVE!:
name, time period and length. For each dinosaur, the length is listed in both meters (m) and feet (ft). Study the chart
to answer the questions that follow.
Although we may never have exact
measurements, paleontologists are
confident that the heaviest dinosaurs
were sauropods, like this Ruyangosaurus
giganteous, or “Giant Ruyang Lizard”
which is the largest animatronic model
at the exhibition.
Name
Class
Date
Dinosaur Chart - Time Period and Length
Name
Period
Length
Allosaurus
Late Jurassic
12 m
39.6 ft
Apatosaurus
Late Jurassic
23 m
75.9 ft
Baryonyx
Early Cretaceous
9m
29.7 ft
Huayangosaurus
Mid-Jurassic
4m
13.2 ft
Mamenchisaurus
Late Jurassic
24 m
79.2 ft
Omeisaurus
Late Jurassic
20 m
66.0 ft
Parasaurolophus
Late Cretaceous
9m
29.7 ft
Stegosaurus
Late Jurassic
9m
29.7 ft
Triceratops
Late Cretaceous
9m
29.7 ft
Tyrannosaurus rex
Late Cretaceous
13 m
42.9 ft
Name
Class
Date
Mamenchisaurus
Late Jurassic, length: 24m (79.2ft)
Reading the Chart
1. Which dinosaur was from the Early Cretaceous period?
2. Which four dinosaurs had the same length?
3. Which dinosaur was longer, Allosaurus or Tyrannosaurus rex?
Length
4. If all these dinosaurs stood head-to-tail, how long
would the line be?
a. In meters:
b. In feet:
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.
Name
Class
Date
5. Huayangosaurus (4 m/13.2 ft) is the shortest dinosaur on the chart and Mamenchisaurus (24 m/79.2 ft) is the
longest. How many Huayangosaurus would fit in one Mamenchisaurus? Show your work.
6. Here are two ways to see how the dinosaurs’ sizes compared to each other and how they would have looked in
real life!
a. When we study something very large, like a dinosaur, it is easier to work on a smaller version called a scale
model. In the chart above, let’s pretend that the meters are actually centimeters. On a piece of paper,
measure and draw a line for each dinosaur based on these new versions of their length. For example,
Apatosaurus is 23 meters; draw a line on your paper that is 23 centimeters long and label it “Apatosaurus.”
b. Divide your class into 10 groups and assign a dinosaur from the chart to each group. Go outside, in the
hallway, or into the gym with long ropes and measuring tapes or meter sticks. Each group measures and
marks of the length of their dinosaurs using the rope to see how long that dinosaur would really be.
7. The longest school bus is about 14 meters. Match these dinosaurs’ lengths to their size, in terms of school buses.
(One answer will not be used.)
about ½ a school bus
about 1 ½ school buses
about 1 school bus
about 2 school buses
a.
Mamenchisaurus
b.
Omeisaurus
c.Tyrannosaurus rex
Name
Class
Date
8. Use the dinosaurs’ lengths in feet to make a stem-and-leaf plot to help you answer these questions. Round your
answer to the nearest tenth.
Stems
Leaves
a. What is the mean?
b. What is the mode?
c. What is the median?
Time Periods
9.
Which two time periods have only one dinosaur on the chart?
10. Count the number of dinosaurs in each of the time periods on the chart.
a. Which time period has the most dinosaurs on the chart?
b. What percentage of the dinosaurs from the list is in that time period? Write your answer as a fraction, reduce
the fraction, rewrite it as a decimal and then calculate the percentage. Remember, there are 10 dinosaurs,
so 10 is the denominator for the fraction. To find the percentage, multiply the decimal by 100.
Fraction:
Decimal:
Reduced fraction:
Percent:
11. Triceratops and Tyrannosaurus rex are the two youngest dinosaurs on the chart. They both lived about 65 million
years ago.
a.
Write 65 million with all its zeros. b. BONUS! Write 65 million in scientific notation. Activity 2: Middle and High School (Grades 6 - 12)
Engineers use scale models to see how something will look or work before they begin building the full-sized versions.
Architects, car manufacturers, toy makers, roller coaster designers, cartographers (map makers) and many other
careers use scale models. All of the animatronic dinosaurs you see on your field trip began life as two dimensional
drawings on paper. Next, they became scale models, which are the three-dimensional, miniature versions of
themselves.
Scale Model
A scale model has the same proportions as the other object, just in a smaller size. For example, if a dinosaur’s skull
makes up half its entire body, then that needs to be true whether it is a 20-foot model with a 10-foot skull or a 20inch model with a 10-inch skull. In these activities you will use fractions, ratios, multiplication and measurements to
construct and compare scale models to their full-size counterparts.
Scale Factor
Scale factor is the ratio of the corresponding lengths on the scale model to the actual object, written as a fraction.
This number tells us how many times bigger the real object is, or how many times smaller the model is. In the
example above, of the 20-foot dinosaur with the 10 foot skull, the scale factor for the model is 1/12. The real skull is
12 times bigger than the model skull. The model skull is 1/12th the size of the real skull. (Remember, there are 12
inches in a foot, and we have to reduce the fraction.)
scale factor
=
model size
object size
=
10 in
10 ft
=
10 inches
10 ft X 12 in
=
10 in
120 in
=
1 in
12 in
=
1
12
Name
Class
Date
1. A life-sized dinosaur statue is 50 times larger than its model. What is the scale factor for the model?
2. If the neck on a real Mamenchisaurus was 30 feet long, and the scale factor for its model is 1/10, how long is the
neck of the scale model, in feet?
3. You have a model of a Spinosaurus that is 2 feet long and you know that it was made with a 1/20 scale factor. How
long is the life-sized version of Spinosaurus? Would it fit in your classroom?
Name
Class
Date
4. You have been asked to select, design and engineer the newest life-sized animatronic dinosaur for the exhibition.
Your first task is to present a scale model.
a. Choose your favorite dinosaur. Research its length and height.
My dinosaur:
Length:
Height:
b. Decide what scale factor would allow you to display your dinosaur model on your desk. (Hint: measuring
your desk will help.)
My scale factor:
c. Build the scale model of your dinosaur using arts and crafts supplies like modeling clay, rubber bands, craft
sticks, cardboard, cotton balls, Styrofoam, aluminum foil, construction paper, toothpicks, tissue paper, florist
wire, feathers, pipe cleaners, straws, hot glue gun, tape, spools, etc.
d. Display a miniature dinosaur exhibition in your classroom! Build a diorama to re-create the environment in which
it lived. Was it a desert or a forest? Prepare a sign with your dinosaur name, pronunciation, brief history and
at least one interesting fact. Stand by your display and be available to answer questions and explain how you
created your scale model. Create an event and invite students, teachers and your principal.
Lesson 4: Fossil Stories
There are three recent dinosaur fossil discovery sites –
in the United States, Canada and China – that sound
as though they could be part of an ancient crime
scene investigation! At the Cleveland-Lloyd Quarry
in Utah, the Pipestone Creek Bonebed in Alberta and
in Ruyang County in the Chinese province of Henan,
paleontologists are trying to unravel the mysteries
behind how an unusual assortment of dinosaurs’ bones
came to be.
The ongoing discovery and recovery of the fossils from
these three locations, along with ideas about how they
got there, are rewriting dinosaur history.
At DINOSAURS ALIVE! you can become part of this new
wave of scientific investigation! You will experience
the thrill and mystery surrounding the discoveries of
these three hotbeds of modern paleontology. Nowhere
else can you see an Allosaurus and a Stegosaurus
stuck moments before their death at the Predator
Trap, recreated from the site in Utah. At Death by
Drowning you will witness the creation of an unusual
mass Pachyrhinosaurus grave in Canada. In the area of
the Titans of the Ruyang you will encounter a 40-foottall 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 the
questions that follow.
Cleveland-Lloyd Quarry, Utah, United States
In 1929, local ranchers discovered dinosaur bones in central Utah. Since then, thousands of fossils have been found
in this one location. How did this happen? We know now that during the Jurassic Period, about 147 million years
ago, a group of young Allosaurus were gathered together when something happened that caused these dinosaurs,
along with several other species, to die quickly. Perhaps the group became stuck and they couldn’t save themselves
from becoming dinner for other predators (including some older Allosaurus!). These adult predators then became
stuck themselves attracting more predators to the scene who then took advantage of both the dying and the dead.
Usually, dinosaur deathbeds contain more fossils from herbivore dinosaurs than from carnivores because there
were more herbivore dinosaurs around. Paleontologists were not surprised to find herbivores at the Cleveland-Lloyd
Quarry like Camarasaurus, Barosaurus, Camptosaurus, Stegosaurus and an unidentified sauropod. However, this
site is unusual because it has many more fossils from carnivore dinosaurs than herbivore dinosaurs. Of the fossils
discovered so far, two-thirds are from Allosaurus alone. The disproportionate number of predators to prey is the
reason sites such as Cleveland-Lloyd are referred to as predator traps. Pipestone Creek Bonebed, Alberta, Canada
A high school science teacher named Al Lakusta found the first fossils from the Pipestone Creek Bonebed in the
early 1970s. Since then, thousands of bones and over a dozen skulls have been identified from a Pachyrhinosaurus
herd that died in a river 73 million years ago, during the Late Cretaceous Period. It is one of the densest bonebeds in
the world and is called “monogeneric” because the fossils are almost entirely from one species – Pachyrhinosaurus
– although fossils from some predators were found nearby.
The Pachyrhinosaurus fossils found in the Pipestone Creek Bonebed were from dinosaurs of all ages, so scientists
can learn a lot about this specific dinosaur. Pachyrhinosaurus was a ceratopsian. It was an herbivore that lived in
herds and was related to Triceratops. Its name means “thick-nosed lizard” because it had a thick nose bone, or boss.
Paleontologists aren’t sure yet what kind of horn, or whether a horn even grew from the boss. They do know this
dinosaur had a bony neck frill with horns on it and a beak-like mouth. Adults could grow to over 20 feet long. A new
species of Pachyrhinosaurus was found recently in Alaska and has been named P. perotorum.
Ruyang County, Henan Province, China
Henan Province was known for its dinosaur fossils before the huge Ruyangosaurus was discovered in 2006 and
named in 2009, but the earlier fossils were from eggs and not bones. In fact, Henan has the most dinosaur eggs of
any site in the world! The area is also known for the “dragon bones” that can be found buried in the ground, especially
in Ruyang County. Over the centuries, these bones were used for many purposes and especially as medicine to treat
diseases and injuries. Today, paleontologists wonder how many species of “dragons” will never be discovered since
the fossils have been transformed into traditional remedies and medicines.
These dragon bones, of course, were dinosaur fossils – and some gigantic ones at that! The two species that have
been identified so far are humongous sauropods. One of them, Ruyangosaurus giganteus, is the biggest dinosaur
ever found in Asia! This dinosaur lived in the beginning of the Late Cretaceous Period, almost 100 million years ago.
Paleontologists estimate that it was over 90 feet long and was close to 40 feet tall. Its neck and tail were shorter in
relation to the rest of its huge body, when compared to earlier large sauropods.
In situ measurement of Ruyangosaurus
fossil before “jacketing” and transport
to research lab
Workers exposing the
Ruyangosaurus fossils in
Henan Province, China.
Note the stratification in the
rock wall.
Name
Class
Date
1. Which of the three places has the oldest dinosaur fossils? Which has the youngest?
2. When were the fossils first found at the Cleveland-Lloyd Quarry in Utah?
3. Why is the Cleveland-Lloyd Quarry an unusual fossil site?
4.Were Camarasaurus and Camptosaurus herbivores or carnivores?
5. What dinosaur has the most fossils at the Cleveland-Lloyd Quarry?
6. Who first found the fossils at Pipestone Creek in Alberta? What was his job?
7. What dinosaur has the most fossils in the Pipestone Creek Bonebed?
8. What does “monogeneric” mean?
Name
Class
Date
9. What does “boss” mean when it is used to describe a dinosaur?
10. What kinds of fossils were first found in China’s Henan Province?
11. From what kind of creature did the “dragon bones” really come?
12. Why might we never learn about some of the dinosaurs from Ruyang?
13. How was Ruyangosaurus different from earlier large sauropods?
Name
Class
Date
Activity 2: Middle School and High School (Grades 6 – 12)
Important questions remain about the dramatic fossil stories you saw first-hand at DINOSAURS ALIVE!. For example,
how many different kinds of dinosaurs are at each location? What were the dinosaurs doing right before they died?
What happened next? Why are there are so many fossils in one place?
Let’s investigate! While most people turn to Annual Paleontology Review (APR) as their trusted source for dinosaur
news, a few other “news stations” have picked up on the latest fossil stories – especially those from Utah and Alberta.
The Journal of Dinosaur Discoveries (JDD), Earth Sciences News (ESN) and Paleontology Press International (PPI)
are presenting alternative hypotheses as to what could have happened at those sites, based on the same sets of
evidence.
At the Cleveland-Lloyd Quarry…
The APR claims that it was a muddy, sticky bog that became a predator trap.
The JDD purports that it was a riverbed where carcasses slowly washed up over time.
The ESN states that the animals were drinking from a poisonous water hole.
The PPI argues that the site was a waterhole that dried up during a drought.
At the Pipestone Creek Bonebed…
The APR believes that a Pachyrhinosaurus herd was migrating to better feeding grounds when they were caught in
a flash flood after a rain storm.
The JDD declares that the herd was chased into a rushing river by a predator.
The ESN alleges that once in the water, the herd was swept away, drowned and the bodies collected in one area
downstream.
The PPI asserts that once in the water, the animals panicked and trampled each other while trying to climb out.
How can the same facts be used to support so many different theories? Divide your class into four teams, each
representing an investigative team at one of the four news stations. Research the sites in Utah and Alberta in greater
detail in order to find information to support the theories stated above for your station.
While collecting evidence to support your theory behind how these fossil sites were formed, keep these questions in
mind:
• Are there more carnivores than herbivores?
• Are there more young dinosaurs than adults?
• Is there a thin layer of fossils?
• Are there several layers of fossils?
Name
•
•
•
•
•
•
Class
Date
Are some bones crushed and fractured?
Are there both large and small bones present, or are only the larger ones left?
Are most of the bones scattered?
Are there complete skeletons?
Do any of the bones have tooth marks?
What kinds of sediment surround the fossils?
Present your coverage in the form of a skit in front of the class. Which investigative team – APR, JDD, ESN, PPI –
presented the most credible report? Did you identify an “approved” theory or did you raise even more questions
about these fossil sites? If so, welcome to the ever-changing world of paleontology!
Crossword Puzzles
Name that Dinosaur!
Dinosaurs’ names are often made of words from other
languages. The name can describe the dinosaur’s body,
the place where it was found, or even the person who
found it. For example, Acrocanthosaurus is Greek for
“high-spined lizard” which is an accurate description
of what it looked like. Gobisaurus was named for the
Gobi Desert where the fossil was found. Lambeosaurus
was named for paleontologist Lawrence Lambe. Read
the clues for these puzzles and find the dinosaur whose
name has that meaning. A word bank is provided for
the first puzzle.
Gasosaurus was named
for the gas company under
construction when the
dinosaur was discovered!
This is Dyplosaurus, whose name means
“double-crested lizard”
The longest dinosaur name
is Micropachycephalosaurus,
which means “tiny, thickheaded lizard.”
Level 1:
Across
Down
2. Strange-ankled lizard
1. Chicken mimic
3. Fast thief
4. Agile lizard
7. Three-horned face
5. Thick-nosed lizard
9. Different lizard
6. Heavy claw
10. Slow leg
7. Swollen head
8. Iguana tooth
Name
Class
Date
Agilisaurus
Gallimimus
Tylocephale
Allosaurus
Iguanadon
Velociraptor
Baryonyx
Pachyrhinosaurus
Xenotarsosaurus
Bradycneme
Triceratops
1
2
3
4
5
6
7
8
9
10
Name
Class
Date
Level 2
Across
Down
2. swollen head
1. medium-spined lizard
3. lizard from Yang-Ch’uan
5. deceptive lizard
4. lizard with strange ankles
6. agile lizard
8. chicken mimic
7. iguana tooth
11. lizard with a thick head
9. lizard from Mount Emei
10. dwarf lizard
1
2
3
4
5
6
7
8
9
10
11
:
Logic Puzzles
Logic puzzles are a fun way to practice critical thinking
skills and key math concepts, while also learning more
about some of the dinosaurs you may encounter during
your field trip! The trick to solving a logic puzzle is to
narrow down your options and use your deductive
reasoning skills.
Start eliminating options by following the clues in the
logic puzzle that clearly state if something is not true
and placing an “X” in the appropriate box. Slowly but
surely, you will begin narrowing down the possibilities.
When you finish all the clues and still haven’t completed
the logic puzzle, read through the clues one at a time
again. Once you make some basic deductions, you will
be able to learn new things and come closer to solving
the puzzle. Select Level 1 or Level 2 (or both!) and start
thinking logically! Some clues have been marked to
help you get started.
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!
Sorting Fossils
You are the newest intern at the local natural history
and science museum. Your first task is to organize a
storage room with fossils from different dinosaurs.
Unfortunately, the paleontologists who recovered the
fossils did not take very good field notes. The only facts
you have about these fossils are listed below. Use the
logic puzzle charts to help you identify and describe
each dinosaur.
Solve the logic puzzles to learn more about
the fossils from this Baryonyx!
Name
Class
Date
LEVEL 1
Clues:
1. Parasaurolophus did not come from China.
2. Mamenchisaurus is not from the Late Cretaceous Period.
3. The dinosaur from the Late Jurassic Period was from China.
4.The Baryonyx fossil was found in Europe.
5. The dinosaur that came from North America is not from the Early Cretaceous Period.
Chart:
Late Jurassic
Parasaurolophus
Late
Cretaceous
Early
Cretaceous
Europe
China
North
America
X
Baryonyx
Mamenchisaurus
Europe
China
North America
Name
Class
Date
LEVEL 2
Read this list of hints and tips to help you solve this advanced logic puzzle. Remember to narrow down your options
using your critical thinking skills. Two clues have been marked on the puzzle to get you started. Good luck sorting
through these fossils!
1. Read through the entire list of clues at least once before making any marks on your chart.
2. Eliminate options by following the clues, one by one, and looking for definitive statements. If a connection is
stated explicitly in the clues, then mark it on the chart. For example, the first clue states that the dinosaur that is
4 feet long lived before Apatosaurus. Therefore, Apatosaurus cannot be the dinosaur that IS 4 feet long. Place
an X in the box where the column for “Apatosaurus” intersects the row for “4 feet.”
3. Mark all the obvious questions stated in the rest of the clues, the same way you did in the step above. For
example, based on the information in clue #4, we can place an X in the box where the column for “30 feet”
intersects the row for “Mongolia.” We can also place Xs in the boxes where the columns for both “Baryonyx” and
“Agilisaurus” intersect the row for “Mongolia.”
4. Slowly but surely, you will begin narrowing down your fields. Some answers will become apparent as other options
are eliminated. For example, after marking the obvious information from the clues the first time through, you will
have all the pieces of information you need to identify “Apatosaurus.”
5. After all the clear connections have been made, re-read the list of clues, keeping in mind what you know now.
For example, since we now know the name, length, location, and time period for “Apatosaurus,” they become
equivalent terms and are interchangeable within the wording of the clues. Any time one of them appears in a
clue, you can replace it with one of the other aspects for the Apatosaurus.
6. Read back through the clues and use the substitution method from hint #5 every time you correctly connect two
or more pieces of information. Replacing a term with one of its “equivalents” will reveal more information. For
example, based on clue #9, you can substitute “Late Jurassic” in any clue where “70-foot dinosaur” is mentioned.
Using that information in clue #5 tells us that the fossils from the Late Jurassic Period were found either in the
US & Mexico or in Mongolia. Now, you also know you can place an “X” in the boxes where the column for “Late
Jurassic” intersects the columns of the other two locations, China and Europe.
7. You will need to read through your clues many times. Be diligent! If you get stuck, check your chart to see if any
connections have revealed themselves “accidentally” as you worked through the process of elimination. Look for
tricky language in the clues, too, like “either/or” and “neither/nor.”
Name
Class
Date
Clues:
1.
The 4-foot dinosaur lived before Apatosaurus.
2.
The 70-foot dinosaur lived before Protoceratops.
3.Of Apatosaurus and Baryonyx, one lived in the Late Jurassic Period and the other was 30 feet long.
4.
The fossils found in Mongolia are not from a 30-foot dinosaur and are neither a Baryonyx nor Agilisaurus.
5.
The 70-foot dinosaur is either from the US and Mexico or Mongolia.
6.
Apatosaurus is neither 5 – 8 feet nor 30 feet long.
7.
The dinosaur from the Early Cretaceous Period was found in Europe.
8.
The fossils found in the US and Mexico do not belong to Protoceratops.
9.
The dinosaur from the Late Jurassic Period is 70 feet long.
10. The fossils found in Mongolia are not from a 70-foot dinosaur.
Name
Class
Date
Europe
China
Mongolia
US and Mexico
5 – 8 ft
4 ft
30 ft
70 ft
Agilisaurus
Protoceratops
Baryonyx
Apatosaurus
Chart:
Mid-Jurassic
Late Jurassic
Early Cretaceous
Late Cretaceous
US and Mexico
Mongolia
X
China
Europe
70 ft.
30 ft.
4 ft.
X
5 – 8 ft.
Name
Class
Date
Word Search
Dinosaur Vocabulary
Search vertically, horizontally and diagonally for dinosaur and paleontology terms in the puzzles. BONUS! Define
each word in the puzzle. Hint: There is a glossary at the end of this Study Guide.
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
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O
A
G
U
R
N
Z
R
I
O
N
C
Q
L
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E
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Z
R
P
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U
M
A
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V
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C
I
A
H
U
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G
J
G
V
C
I
S
S
A
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T
S
G
L
J
I
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A
Q
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F
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A
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E
R
S
A
G
A
D
I
N
O
S
A
U
R
P
D
H
D
P
Name
Class
Date
Level 2:
K
ALXASAURUS
JURASSIC
SAUROPOD
COPROLITE
MESOZOIC
STEGOSAURUS
CRETACEOUS
MICRORAPTOR
THEROPOD
DILOPHOSAURUS
ORNITHOPOD
TRACKWAY
FOSSILS
OVIPAROUS
TRIASSIC
GIGANTORAPTOR
PARASAUROLOPHUS
TYRANNOSAURUS
R Q F
B D X
N Z O G O E
I
R
R D G M O C
L O P H O S
R
B
S O P
S
A
F
L
C
E
E U A R A D
I
O O G N P G K
I
R
C
L O
S
F
J
H B
R
Z
Z
F
J
P
T D H
R
Y
Y
I
F
T
T
A
R W P
P A R O U S O U A V
R
R
S
Y
X O U N X
R
P
S
P
C
J
D
I
R
L
C
O G F
R U T O T
I
S
S
A
R
T
S O V M N Z
R
V D
I
M O V
Y
Z
E
C M A Z
T
Z Q S
F O G D V W H R G O D D F
T
E
R N
S
S Q N M U P
C B
T
P
L
E
T O
I
A M Q O A
N Y A
S
I
R W T Q V U
E O N M C
K A Z
I
R
J W B D T
I
T O G A U Y
H A
L
A
R
R
F Q R W M G X
A U R U S
B
V U
T
E G B
V H M V
E
K
J
L
X
E
E H N S D
Y
Y
P
S W N C
T
A V
T
F D T O F
R
S
I
L O Y N S
G M V D Q
O A
S
S
J
F N U G T
R
T O E
A R
B A
S N D M C
X A
I
S G Q G Z H
K Q N Q B A G
K
J
E
P D A
T O
E
F M O M A
X
S
C
Z
P
T M R
P O G S
G
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X A
S
J
A C
I
R N G B O D U
I
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A
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S
I
I
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U R A
S Q
P O
E H U
N M O R A
A O O C
Z Q R
S
I
T
I
L
I
A M
E
L
C
E
U P
U B
Y G
A R A P
I
O T Q E
T
S
H B W A D
E
T
S H S U H P O L O R U A
A U F
I
T
A U R U S
I
U O V
S
P D
L
O O
E
T
K C
A
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I
T H B
I
O T M
L W N E
R
Z
F
T G
J
C
Y N O Y D A
Q L
B N V
S
Answer Keys
Field Trip Activity
1.
2
3.
4. 5.
6.
7.
8.
9.
10.
11.
12.
Irritator
Tyrannosaurus rex
Parasaurolophus
Mojoceratops
Herrerasaurus
Allosaurus
Kosmoceratops
Ruyangosaurus
Pachyrhinosaurus
Huayangosaurus
Late Cretaceous
Colorado, Wyoming, Utah
13.Alberta
14. (in chronological order)
Herrerasaurus Mid-Triassic Allosaurus Late Jurassic Irritator Early Cretaceous Ruyangosaurus Late Cretaceous Kosmoceratops Late Cretaceous Mojoceratops Late Cretaceous Pachyrhinosaurus Late Cretaceous Parasaurolophus Late Cretaceous Tyrannosaurus rex Late Cretaceous 231.4 Mya
150 Mya
110 Mya
99.6 - 83.9 Mya
76.4 - 75.5 Mya
75 - 74 Mya
73.5 - 71 Mya
72 Mya
65 Mya
Lesson 1: Form and Function
1. Answers will vary
2. No
1. k 2. e 3. g 4. j 5. c 6. b 7. d 8. l 9. f 10. a 11. h 12. i 13. A large sauropod: Apatosaurus
Lesson 2: Dinosaur Detectives
Name
Birth-Death
Nationality
Answers may vary: dinosaur names may include…
Roy C. Andrews
1884-1960
American
Oviraptor, Velociraptor, Saurornithoides
Barnum Brown
1873-1963
American
Ankylosaurus, Corythosaurus, Leptoceratops, Saurolophus
William Buckland
1784-1856
British
Megalosaurus
Edward D. Cope
1840-1897
American
Camarasaurus, Coelophysis, Dimetrodon
Lawrence M. Lambe
1849-1934
Canadian
Chasmosaurus, Edmontosaurus, Euoplocephalus,
Styracosaurus
Joseph Leidy
1823-1891
American
Hadrosaurus
Gideon Mantell
1790-1852
British
Iguanodon, Hylaeosaurus
Othniel C. Marsh
1831-1899
American
Allosaurus, Apatosaurus, Diplodocus, Stegosaurus,
Triceratops
Henry F. Osborn
1857-1935
American
T. rex, Pentaceratops, Ornitholestes, Velociraptor
Hermann von Meyer
1801-1869
German
Archaeopteryx, Rhamphorhynchus, Plateosaurus
1. William Buckland, 1784.
2. American.
3. Answers may vary. Best answers should suggest that more dinosaurs were found in America at that time than
anywhere else.
4. Bar graph:
6
5
4
3
2
1
American
British
Canadian
German
1. Physicist: described how an asteroid striking the Earth led to the dinosaurs’ extinction.
2. Sculptor/artist: created the first dinosaur models and statues.
3. Geologist: proposed a geologic time scale, estimated the age of the Earth as old enough to include millions of
years of dinosaurs.
4. Meteorologist/geologist: proposed the theory of continental drift (plate tectonics), which explains how the same
dinosaurs are found on different continents.
Lesson 3: Mesozoic Math
Activity 1 : Elementary School (Grades K - 5)
1. Baryonyx
2. Baryonyx, Parasaurolophus, Stegosaurus, Triceratops
3. Tyrannosaurus rex
4.
5.
7
8
a) 132 m
24 ÷ 4 = 6
a) about 2
a) 43.6 ft
b) 435.6 ft
b) about 1½
b) 29.7 ft
c) about 1
c) 34.7 ft
9. Early Cretaceous, Mid-Jurassic
10 a) Late Jurassic
b) 5/10 = ½ = 0.5 = 50%
11 a) 65,000,000
b) 6.5 X 107
1. 1/50
2. 3 feet
3. 40 feet, probably not
Lesson 4: Fossil Stories
Activity 1 : Elementary School (Grades K - 5)
1. Oldest is the Cleveland-Lloyd/Utah. Youngest is Pipestone Creek/Alberta.
2.1929
3. Because it has many more fossils from carnivore dinosaurs than herbivore dinosaurs
4.Herbivores
5. Allosaurus
6. Al Lakusta, science teacher
7. Pachyrhinosaurus
8. The fossils are almost entirely from one species
9. A thick nose bone
10.Eggs
11.Dinosaurs
12. The fossils are gone because they were used by local people for medicine
13. Its neck and tail were shorter in relation to the rest of its huge body, when compared to earlier large sauropods.
Crossword Puzzles
Lower level
Across:2. Xenotarsosaurus 3. Velociraptor 7. Triceratops 9. Allosaurus 10. Bradycneme
Down:1. Gallimimus 4. Agilisaurus 5. Pachyrhinosaurus 6. Baryonyx 7. Tylocephale 8. Iguanadon
Upper Level
Across:2. Tylocephale 3. Yangchuanosaurus 4. Xenotarsosaurus 8. Gallimimus 11. Pachycephalosaurus
Down:1. Metriacanthosaurus 5. Apatosaurus 6. Agilisaurus 7. Iguanadon 9. Omeisaurus 10. Nanosaurus
Logic Puzzles
Lower level
Parasaurolophus – Late Cretaceous – North America
Baryonyx – Early Cretaceous – Europe
Mamenchisaurus – Late Jurassic – China
Upper level
Mid-Jurassic – Agilisaurus – 4 feet – China
Late Jurassic – Apatosaurus – 70 feet – US & Mexico
Early Cretaceous – Baryonyx – 30 feet – Europe
Late Cretaceous – Protoceratops – 5 - 8 feet – Mongolia
Word Searches
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Recommended Reading
Consult these books to learn more about your favorite dinosaurs. Build your own dinosaur library to follow-up on
what you learned during your field trip and explore the latest discoveries and theories in dinosaur research!
Ages 4 – 8
Hughes, Catherine D. National Geographic Little
Kids First Big Book of Dinosaurs. National
Geographic Children’s Books, 2011.
Judge, Lita. Born to be Giants: How Baby Dinosaurs
Grew to Rule the World. Flash Point, 2010.
Kudlinski, Kathleen V. Boy, Were We Wrong About
Dinosaurs! Puffin, 2008.
Priddy, Roger. My Big Dinosaur World. Priddy Books,
2008.
Theodorou, Rod. I Wonder Why Triceratops Had Horns.
Kingfisher, 2011.
Zoehfeld, Kathleen Wiedner. Where did Dinosaurs
Come From? Collins, 2010.
Zoehfeld, Kathleen Wiedner. Did Dinosaurs Have
Feathers? Collins, 2003.
Zoehfeld, Kathleen Wiedner. National Geographic
Readers: Dinosaurs. National Geographic
Children’s Books, 2011.
Ages 9 – 12
Barrett, Paul. National Geographic Dinosaurs. National
Geographic Children’s Books, 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). DK
Children, 2010.
Lessem, Don. National Geographic Kids Ultimate
Dinopedia: The Most Complete Dinosaur
Reference Ever. National Geographic
Children’s Books, 2010.
Manning Phillip. Dinomummy. Kingfisher, 2007.
Parker, Steve. Age of Dinosaurs. Natural History
Museum, 2011.
Williams, Judith. The Discovery and Mystery of a
Dinosaur Named Jane. Enslow, 2007.
Young Adult & Above
Brusatte, Steve & Michael Benton. Dinosaurs.
Quercus, 2010.
Chen, Pei-ji, Yuan-ging Wang, & Mee-Mann Chang
(eds). The Jehol Fossils: The Emergence
of Feathered Dinosaurs, Beaked Birds &
Flowering Plants. Academic Press, 2008.
Currie, Philip J. & Josh Long. Dino Gangs. Collins,
2011.
Haines, Tim & Paul Chambers. The Complete Guide to
Prehistoric Life. Firefly Books, 2007.
Holtz, Thomas R. Dinosaurs: The Most Complete, Upto-Date Encyclopedia for Dinosaur Lovers of
All Ages. Random House Books for Young
Readers, 2007.
Long, John. Feathered Dinosaurs: The Origin of Birds.
Oxford University Press USA, 2008.
Nash, Darren. The Great Dinosaur Discoveries.
University of California Press, 2009.
Sampson, Scott D. Dinosaur Odyssey: Fossil Threads
in the Web of Life. University of California
Press, 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 Data
Do you want a crash course in paleontology? Here is what you need to know about some of the dinosaurs you will
encounter on your field trip. Impress your friends and family as you rattle off these fascinating facts and figures!
For each dinosaur, you will find the order, suborder, meaning of the name, how to pronounce the name, the period
in which it lived, the locations where fossils have been found, the estimated length and height and the year in which
that dinosaur was officially named. Each dinosaur also has three really great Quick Facts that you definitely want to
check out.
Educators! Dinosaur Data can also be used as reference material in your classroom. Dig around and use this
information for math and statistics exercises as well as additional lessons in geography (map the locations) and
history (create a timeline of the years).
Come face-to-teeth with the life-sized
Tyrannosaurus rex, 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.
ALLOSAURUS
Order: Saurischia
Suborder: Theropoda
Means
Pronunciation
Period
Where
Length
Height
Named in
Different lizard
AL –uh-SOR-us
Late Jurassic
North America: USA – Montana, North
Dakota, South Dakota, Nebraska,
Kansas, Wyoming and Colorado; Europe:
Portugal
Up to 12 meters (39 feet)
5 meters (16 feet)
1877
Quick Facts:
• A two-legged meat-eater, Allosaurus could open its jaws extra wide, like some modern snakes, to swallow huge
chunks of meat.
• A fierce carnivore, Allosaurus used sharp, serrated teeth to slice through flesh.
• In the 1920s, the remains of 44 Allosaurus and several other dinosaurs were found together at the ClevelandLloyd Quarry in Utah.
APATOSAURUS
Order: Saurischia
Suborder: Sauropodomorpha
Means
Pronunciation
Period
Where
Length
Height
Named in
Deceptive lizard
uh-PAT-uh-SOAR-us
Late Jurassic
North America: USA – Wyoming, Utah,
Colorado and Oklahoma
23 meters (75 feet)
4.5 meters (15 feet)
1877
Quick Facts:
• Apatosaurus ate huge amounts of plants each day: 200 kg or 440 lbs, which is the same as eating about 22 car
tires every day.
• A young Apatosaurus grew quickly and could gain as much as 6 lbs per day.
• We used to think that because this animal was so huge, it must have spent most of its life in water just to support
its weight. However, it is now believed to have lived mostly on land.
BARYONYX
Order: Saurischia
Suborder: Theropoda
Means
Pronunciation
Period
Where
Length
Height
Named in
Heavy claw
BEAR-ee-ON-ix
Early Cretaceous
Europe: England, Northern Spain; Africa:
Morocco
9 meters (30 feet)
2 meters (6 feet)
1987
Quick Facts:
• Although Baryonyx was a true dinosaur, it was also very similar to crocodiles.
• Baryonyx was one of the few dinosaurs that fished. A fossil was found with a fossilized fish in its stomach.
• Baryonyx, with 64 teeth in its lower jaw and 32 larger teeth in its upper jaw, had about twice as many teeth as
Tyrannosaurus rex.
DILOPHOSAURUS
Order: Saurischia
Suborder: Theropoda
Means
Pronunciation
Period
Where
Length
Height
Named in
Named in
Two-crested lizard
die-LOF-uh-SOAR-us
Early Jurassic
North America: USA – Arizona; Asia:
China
6 meters (20 feet)
2.4 meters (8 feet)
1.5 meters (5 feet)
1970
Quick Facts:
• In 1942, the first Dilophosaurus fossils were discovered by Sam Welles in Arizona.
• Other carnivorous dinosaurs living in the same time period included Coelophysis and Syntarsus, which were both
smaller than Dilophosaurus.
• It had a dewclaw – a functionless, shorter digit or claw – on its back legs, similar to what you can see on some
dogs, birds and reptiles today.
HUAYANGOSAURUS
Order: Ornithischia
Suborder: Thyreophora
Means
Pronunciation
Period
Where
Length
Height
Named in
Huayang lizard
hoi-YANG-uh-SAUR-us
Mid - Jurassic
Asia: China – Sichuan Province
4 meters (13 feet)
1.8 meters (6 feet)
1982
Quick Facts:
• The spiky plates on its back may have been for protection or to look attractive for a mate. • Those large, spiny projections would have helped to regulate body temperature, by both collecting and dumping
excess heat.
• “Huayang” is another name for Sichuan, the place in China where the Huayangosaurus was discovered.
MAMENCHISAURUS
Order: Saurischia
Means
Pronunciation
Period
Where
Length
Height
Named in
Mamenchi lizard
ma-MEN-chee-SOR-us
Late Jurassic
1954
Quick Facts:
• Scientists used to think Mamenchisaurus lived mainly in the water, floating its tiny head on top of the water and
breathing through the nostrils on top of its snout. However, it is now believed to have lived on land.
• Mamenchisaurus was an herbivore and lived during a time when the Earth was very warm and wet – a great
environment for growing plants.
• Mamenchisaurus was discovered by workers during construction on a highway bridge in 1954.
OMEISAURUS
Order: Saurischia
Means
Pronunciation
Period
Where
Length
Height
Named in
Mount Emei lizard
oh-MY-ee-SOAR-us
Late Jurassic
4 meters (13 feet)
1939
Quick Facts:
• Omeisaurus’s nostrils were closer to the front of its snout than on other sauropods.
• Many models and pictures still show Omeisaurus the way paleontologists thought it looked before we learned it
couldn’t raise its neck and head that far up.
• The large, cervical (neck) vertebrae had a honeycomb structure – a little like the way bridges are built today – to
keep them light but strong.
PARASAUROLOPHUS
Order: Ornithischia
Suborder: Ornithopoda
Means
Pronunciation
Period
Where
Length
Height
Named in
Close-to-crested lizard
PAIR-uh-so-ROL-uh-PHUS
Late Cretaceous
North America: USA – New Mexico,
Utah; Canada – Alberta
9 meters (30 feet)
3 meters (10 feet)
1922
Quick Facts:
• At first, paleontologists thought this dinosaur may have lived in the water and used its crest like a snorkel!
• Parasaurolophus are known as the “cows of the Cretaceous” because there were so many of them and they lived
in herds.
• Parasaurolophus seems to have had rough, bumpy, pebbly-textured skin.
STEGOSAURUS
Order: Ornithischia
Suborder: Thyreophora
Means
Roof lizard
Pronunciation STEG-o-sawr-us
Period
Late Jurassic
North America: USA – Montana, North
Where
Dakota, South Dakota, Nebraska, Kansas,
Wyoming and Colorado; Europe: Portugal
Length
9 meters (30 feet)
Height
4 meters (13 feet)
Named in
1877
Quick Facts:
• The plates on its back made the Stegosaurus look larger to its enemy and may have also discouraged attack by
predators.
• Stegosaurus had five toes on its front feet, but only three on its back feet.
• Because its brain was so tiny, Stegosaurus was probably one of the least intelligent dinosaurs.
TRICERATOPS
Order: Ornithischia
Suborder: Marginocephalia
Means
Pronunciation
Period
Where
Length
Height
Named in
Three-horned face
try-SER-uh-TOPS
Late Cretaceous
North America: USA – Colorado, Montana,
South Dakota and Wyoming; Canada –
Alberta and Saskatchewan
9 meters (30 feet)
3 meters (10 feet)
1889
Quick Facts:
• The large neck frill on Triceratops probably helped keep its body temperature normal and protected it from
predators like Tyrannosaurus rex.
• One Triceratops survived after a Tyrannosaurus rex bit off half of a horn!
• It’s easy to look at Triceratops and see its resemblance to a modern rhinoceros, but they are not related. Rhinos
are mammals.
TYRANNOSAURUS REX
Order: Saurischia
Suborder: Theropoda
Means
King of the tyrant lizards
Pronunciation tuh-RAN-uh-SOR-us recks
Period
Late Cretaceous
North America: USA – Colorado,
Where
Montana, South Dakota and Wyoming;
Canada – Alberta
Length
Height
4 meters (13 feet)
Named in
1905
Quick Facts:
• Usually it is impossible to know if a fossil came from a male or female, but one Tyrannosaurus rex was definitely a
girl; a leg bone contained a special inner layer only found in female birds.
• A Tyrannosaurus rex’s lower jaw could deliver 10,000 newtons of force – which is like being able to lift a semitrailer with your mouth!
• T. rex of all ages have been found together, which means this dinosaur was possibly not the solitary predator living
alone, as is often shown.
YANGCHUANOSAURUS
Order: Ornithischia
Suborder: Marginocephalia
Means
Pronunciation
Period
Where
Length
Height
Named in
Yang-chuan lizard
yang-chew ON-uh-SOR-us
Late Jurassic
10 meters (33 feet)
1978
Quick Facts:
• Yangchuanosaurus is the largest Late Jurassic predator ever found in China so far.
• By comparing the size of its brain to the weight of its body, Yangchuanosaurus seems to have been fairly intelligent
for a dinosaur.
• This dinosaur lived in the same time and place as the giant sauropods Omeisaurus and Mamenchisaurus.
Discovering Dinosaurs
Fascinating Facts
You can adapt these fun facts about dinosaurs for trivia
contests, Jeopardy and Bingo games or a Dinosaur
Fact-of-the-Day calendar. They are divided into three
categories. “Species Specifics” contains information
about particular kinds of dinosaurs. “Finding Fossils”
lists interesting facts about finding and studying fossils.
Finally, “Dinosaur Domain” describes fascinating
details about dinosaurs living and adapting in their
world for millions of years.
•
Species Specifics
•
• Although Stegosaurus was about the size of a bus, it
had a small head (the size of a horse’s head) and a
brain that was only the size of a walnut!
• Ankylosaurus was one of the last dinosaurs to go
extinct, probably because of its heavy armor and
slow metabolism.
• In 1925, Allosaurus was featured in the movie The
Lost World, the first full-length dinosaur movie –
making it the first movie-star dinosaur.
• Not all sauropods were gigantic behemoths like
Argentinosaurus (30 - 36 meters, or 98 - 118 feet)
or had incredibly long necks like Mamenchisaurus.
Some, like Magyarosaurus, found in Romania in
2005, were “small” at only 5.3 meters (17 feet) long.
• One of the largest complete dinosaurs ever
discovered was Brachiosaurus (“arm lizard”) which
was 82 feet (two large school buses) long and 42 feet
(a 4 story building) tall.
• One of the most intelligent dinosaurs was Troodon.
It had a brain the size of a mammal or bird of today,
plus stereoscopic (binocular) vision and grasping
hands.
• One of the smaller dinosaurs was only slightly larger
than a chicken. Compsognathus (“pretty jaw”) was
3 feet long and weighed about 6.5 pounds.
• The biggest carnivores were theropods from the
Cretaceous Period, such as Tyrannosaurus rex.
• The dinosaur Gasosaurus was named for the gas
company under construction in the area when it was
•
•
•
•
discovered in the Dashanpu Quarry.
The dinosaur once known as “Brontosaurus”
no longer exists! It was actually the sauropod
Apatosaurus with a Camarasaurus skull incorrectly
attached to the skeleton.
The dinosaur with the longest name is
Micropachycephalosaurus, which means “tiny, thickheaded lizard”.
The fierce T. rex began life as a fuzzy, feathered baby.
The first dinosaur to be named was Megalosaurus, in
1824 by Reverend William Buckland.
When the first Triceratops was discovered, scientists
classified it as something similar to a buffalo, not a
dinosaur.
The remains of a “new” species of ceratopsia
(horned-face) dinosaur, Mojoceratops, were recently
found mixed in with a collection of fossils from a
similar-looking dinosaur at the American Museum of
Natural History in New York City.
Mojoceratops
Finding Fossils
• Ancient traditional Chinese medicines that called
for “dragon bones” were actually using the fossilized
bones of a titanosaur sauropod from the early Late
Cretaceous Period!
• In the 1970s, a fossil was found in the Gobi desert of
a Protoceratops and a Velociraptor fighting.
• Over 700 different species of dinosaurs have been
identified and named based on fossil evidence.
However, paleontologists believe that there are many
more new and different dinosaur species still to be
discovered.
• The first entire dinosaur skeleton fossil was found in
New Jersey in 1858.
• Only about 3% of dinosaur fossils found are from
carnivores.
Dinosaur Domain
Velociraptor
• At the Dashanpu Quarry in China, scientists are
working in an area that may contain the single
greatest concentration of dinosaur fossils ever.
• Dinosaur fossils have been found in 35 US states and
on every continent.
• In the 1800s, coprolite (fossilized dinosaur dung) was
mined in England for fertilizer. During WWI, coprolite
was used in the making of munitions.
• More Allosaurus fossils have been found than for any
other dinosaurs so far.
• The first decade of the 21st century has seen rogue
fossil hunters steal everything from a set of 30
theropod footprints in England to hundreds of eggs
from China and Mongolia.
• The term dinosaur (“terrible lizard”) was created by
the English anatomist Sir Richard Owen in the early
1840’s when fossil hunting was growing in popularity.
• The only dinosaurs we can know about are the ones
that leave fossils, but fossilization is a a very rare
process.
• When the first dinosaurs lived, the Earth’s land was
formed into one big super continent called Pangaea,
which is why we find fossils from the same dinosaurs
on more than one continent.
• Before dinosaurs first evolved about 230 million years
ago, the dominant land reptiles were archosaurs
(“ruling lizards”) and therapsids (“mammal-like
reptiles”). For the next 20 million years after the
first dinosaurs appeared, the most fearsome reptiles
were crocodiles, not dinosaurs.
• Dinosaurs and modern birds share over 90
anatomical features, including the neck, wrist bones
and breastbone.
• Hadrosaur nests have been found complete with
fossils of babies. The babies have slightly worn
teeth, suggesting that they were probably fed by their
parents.
• Hadrosaurs, often called duck-billed dinosaurs, were
the only dinosaurs to develop cheeks and they also
had more teeth than any other dinosaurs.
• Most dinosaurs were herbivores, meaning that they
ate plants.
• Sauropods had more phalanges (digits, like fingers or
toes) on their “feet” than on their “hands.”
• Some ankylosaurid dinosaurs were so heavily
covered with armored plates that they even had
armored eyelids.
• Some dinosaurs had replaceable teeth; when a tooth
was lost or broken, another one grew in to take its
place.
• Some scientists think that the growth rates of
theropods show a pattern much closer to other
animals that are warm-blooded, not cold-blooded.
• The biggest dinosaurs were sauropods – gigantic,
slow-moving, small-headed herbivores from the Late
Jurassic and Cretaceous Periods.
• Various dinosaurs lived on Earth for about 165 million
years. Humans have only been around for about 1
million years.
GLOSSARY
animatronics
Using technology to animate motorized models.
apex
Top-most, highest-ranking.
Appalachia
During the Cretaceous Period, the eastern area of the landmass that would become
the continent of North America.
archosaurs
The “ruling reptiles” group including dinosaurs, crocodiles and pterosaurs.
avian
Bird-like.
binocular vision
The ability to maintain focus on an object with both eyes, creating a single visual image
and indicating depth perception.
bi-pedalism
Walking on two feet; a form of terrestrial locomotion where an organism moves on its
two rear limbs, or legs. An animal that usually moves in a bi-pedal manner is known as
a biped, meaning “two feet.”
bonebed
A layer of rock with a very large number of fossils often formed when floods or volcanic
eruptions quickly overwhelmed groups of dinosaurs.
Bone Wars
A period of intense rivalry between two paleontologists (Edward Drinker Cope and
Onthiel Charles Marsh) at the end of the 19th century to see who could collect the
most fossils and identify the most new species of dinosaurs.
carcass
Dead body of an animal.
carnivore
An animal that feeds on the flesh of other animals.
cervical
Pertaining to the neck.
Chicxulub Crater
Ancient impact crater beneath the Yucatan Peninsula in Mexico created approximately
65 million years ago, believed to have begun a series of global events and climate
changes leading to the dinosaurs’ extinction.
cladistic analysis
Biological systematics that classify organisms into hierarchical groups, based on the
branchings of different groups from a common ancestor.
Cleveland-Lloyd Quarry
A National Natural Landmark in the San Rafael Swell near Cleveland, Utah. It contains
the densest concentration of Jurassic dinosaur fossils found thus far.
cold-blooded
Animals that rely upon the outside temperature to regulate their body temperature.
convergent evolution
When unrelated species develop similar biological traits; for example, wings in bats
and birds, or facial horns in a Rhinoceros and Triceratops.
coprolite
Fossilized dinosaur dung.
Cretaceous Era
145 to 65 million years ago.
Dashanpu Quarry
A site in the Sichuan Province of China where many dinosaur fossils, including seven
species of theropods, ten species of sauropods, four stegosaurs, and a pterosaur, have
been found.
digit
Finger or toe.
dinosaur
Literal meaning is “terrible lizard”. Dinosaurs, which lived millions of years ago, were
one of several kinds of prehistoric reptiles that lived during the Mesozoic Era.
evolution
Change in the genetic composition of a population during successive generations, as
a result of natural selection of the genetic variation among individuals, and resulting in
the development of new species.
excavate
To dig in the earth carefully in order to find buried objects, such as skeletons.
extant
Still alive, not extinct.
extinct
The ceasing to exist of a species, such as a plant or animal, whose numbers declined
to the point where the last member of the species died and no new members of the
species could ever again be born. Species become extinct when they are unable to
adapt to changes in the environment or compete effectively with other organisms.
field gear
Equipment needed by dinosaur hunters ranging from simple hand tools such as
hammers, chisels and shovels to earth-moving equipment such as bulldozers and
trucks.
field jackets
Plaster-soaked burlap “bandages” — much like a cast which protects a broken arm —
that keep fragile fossil pieces together and stable during transport to the laboratory.
fossil
“Having been dug up.” The remains of a living thing which has been buried in the
ground, replaced by minerals and turned to stone.
furcula
The “wishbone” found in birds, formed by the fusing of the two clavicles, which has
also been found in theropods.
gastroliths
Stomach stones that aided with digestion in some herbivores; gizzard stones.
Gondwana
Large landmass formed from the continents that would become South America, Africa,
Australia, and Antarctica.
herbivore
An animal that eats plants.
holotype
The specimen or sample used in the original description of a species.
ichnite
Fossilized footprint.
Jurassic Era
juvenile
Young, not fully grown.
Laramadia
During the Cretaceous Period, the western area of the landmass that would become
the continent of North America.
Laurasia
Large landmass formed from the continents that would become North America,
Europe and Asia.
mammal
Any of a class of warm-blooded higher vertebrates that nourish their young with milk,
secreted by mammary glands, have the skin usually more or less covered with hair,
and includes humans.
mass extinction
The process in which huge numbers of species die out suddenly. The dinosaurs (and
many other species) became extinct, possibly because of an asteroid that hit the earth.
medullary bone
A type of soft tissue found in the leg bones of present-day female birds only during
ovulation.
Mesozoic Era
This era (“The Age of Reptiles”) occurred from 250 to 65 million years ago. It is divided
into the Triassic, Jurassic and Cretaceous Periods, when dinosaurs, mammals and
flowering plants evolved.
Mya
Million years ago. Also can be written as “mya”.
natural selection
A process whereby helpful traits (those that increase the chance of survival and
reproduction) become more common in a population while harmful traits become
increasingly rare. Individuals with advantageous traits are more likely to survive and
reproduce, resulting in more individuals of the next generation inheriting those traits.
nostrils
The holes in the nose through which air passes during breathing.
omnivore
An animal that feeds on everything.
ornithopod
Bird-hipped dinosaurs. All these dinosaurs were herbivores.
oviparous
Reproduction by producing eggs that hatch outside of the body.
paleontologist
A scientist who deals with the life of past geological periods as known by fossil remains.
Pangea
The global supercontinent formed during the Paleozoic Era, which eventually separated
and formed the continents we recognize today.
permineralization
When mineral-rich groundwater permeates a cell or plant wall and deposits minerals
in the spaces that once held gas or liquid in the living organism.
predator
An animal that hunts, catches and eats other animals (the prey).
prehistoric
The time before humans began to record events.
preparators
Lab workers who prepare fossils for future examination and use.
prey
An animal that is hunted and eaten by other animals.
protofeathers
“First feathers” or the filament-like precursors to feathers that some dinosaurs had.
pterosaur
“Winged lizards” who had an elongated fourth finger that supported a membranous
wing. First evolved in the latter third of the Triassic Period and survived until the end
of the Cretaceous. These animals were not dinosaurs but were closely related to both
dinosaurs and crocodiles.
quadrupedalism
A form of animal locomotion with four limbs or legs. An animal that usually moves this
way is known as a quadruped, meaning “four feet”.
reptiles
A class of air-breathing scaly bodied vertebrates including alligators and crocodiles,
lizards, snakes, turtles and extinct related forms (like dinosaurs and pterosaurs) that
lay eggs which are fertilized internally.
sauropod
Lizard-hipped/footed, quadruped dinosaurs, such as diplodocids, brachiosaurids and
titanosaurs. These dinosaurs were herbivores and were some of the largest animals
ever to live on land.
scute
A bony plate embedded in the skin, found on armored dinosaurs and on the legs of
modern birds; made of the same keratin protein found in feathers.
sedimentary rock
Rock formed from layers of sediment like mud, silt and sand carried by water, ice and
wind; it is a kind of rock where fossils are found.
serrated
Sharp and jagged, notched, or saw-like.
snout
The nose, jaw and front part of the face on an animal’s head.
theropod
Beast-footed dinosaurs, including allosaurs, tyrannosaurs and oviraptors. All of these
dinosaurs were carnivores.
trace fossils
Fossils of footprints, eggshells, nests and droppings.
trackways
Paths of footprint fossils.
Triassic Period
vertabrae
The bone segments in the spine.
Western Interior Seaway
During the Cretaceous Period, the shallow, inland sea dividing the continent that would
become North America.
National Curriculum Standards
Science
K-4
Science As Inquiry: Abilities necessary to do scientific
inquiry
Life Science: Life cycles of organisms
Earth And Space Science: Changes in earth and sky
Science And Technology: Abilities of technological
design; Understanding about science and
technology
History Of Nature And Science: Science as a human
endeavor
5-8
inquiry
Life Science: Diversity and adaptations of organisms
Earth And Space Science: Earth’s history
technology
History And Nature Of Science: Science as a human
endeavor; History of science
9-12
inquiry
Life Science: Behavior of organisms
Earth And Space Science: Origin and evolution of the
earth system
technology
History And Nature Of Science: Science as a human
endeavor; Historical perspectives
Technology
1. Creativity and Innovation
c. use models and simulations to explore complex
systems and issues.
3. Research and Information Fluency
b. locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources
and media.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision
Making
b. plan and manage activities to develop a solution or
complete a project.
c. collect and analyze data to identify solutions and/or
make informed decisions.
Mathematics
Number and Operations
• Understand numbers, ways of representing
numbers, relationships among numbers, and
number systems
• Understand meanings of operations and how they
relate to one another
• Compute fluently and make reasonable estimates DINOSAURS ALIVE! AT DORNEY PARK | 58
Algebra
• Use mathematical models to represent and
understand quantitative relationships
• Apply appropriate techniques, tools, and formulas to
determine measurements.
Geometry
• Apply transformations and use symmetry to analyze
mathematical situations
• Use visualization, spatial reasoning, and geometric
modeling to solve problems
Data Analysis and Probability
• Formulate questions that can be addressed with
data and collect, organize, and display relevant data
to answer them
• Select and use appropriate statistical methods to
analyze data
Measurement
• Understand measurable attributes of objects and
the units, systems, and processes of measurement
Process
• Reasoning and proof
• Connections
Geography
Physical Systems: Understand the physical processes
that shape the patterns of Earth’s surface.
The Uses of Geography: Understand how to apply
geography to interpret the past.
State Curriculum Standards
We know how important it is for you to be able to justify Field Trips and document how instructional time is spent
outside of your classroom. With that in mind, the activities in this Educator’s Guide and the experience your class will
have during their Field Trip to Dinosaurs Alive! have been directly correlated to the curriculum requirements for your
state, as included on this list.
This itemized overview makes it easier than ever for you to tie a Field Trip to Dinosaurs Alive! to your in-class teaching
units and support the time and expense. Below you fill find a detailed summary - listed by state, subject, and grade
level - of the express connections between the educational themes of Dinosaurs Alive! and your classroom instruction.
PENNSYLVANIA
These curriculum correlations demonstrate how the lesson plans and activities in this Educator’s Guide along with the
Field Trip experience at Dinosaurs Alive! satisfy requirements for Science and Technology and Engineering Education,
and Social Studies for grades K – 12 in Pennsylvania. Fourth grade and seventh grade science teachers will be particularly
interested in the Related Academic Standards, Assessment Anchors, and Eligible Content provided.
Science and Technology and Engineering Education
GRADE 3
Related Academic Standards
• 3.1.3.C2 Describe animal characteristics that are necessary for survival.
• 3.1.3.C3 Constancy and Change: Recognize that fossils provide us with information about living things that
inhabited the Earth long ago
• 3.1.3.C4 Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer
with what is already known. Plan and conduct a simple investigation and understand that different questions
require different kinds of investigations. Use simple equipment (tools and other technologies) to gather
data and understand that this allows scientists to collect more information than relying only on their senses
to gather information. Use data/evidence to construct explanations and understand that scientists develop
explanations based on their evidence and compare them with their current scientific knowledge. Communicate
procedures and explanations giving priority to evidence and understanding that scientists make their results
public, describe their investigations so they can be reproduced, and review and ask questions about the work
of other scientists.
• 3.4.3.A3 Identify how the study of technology uses many of the same ideas and skills as many other subjects.
Assessment Anchors
• S3.A.3 Systems, Models, and Patterns
• S3.B.2 Continuity of Life
Eligible Content
• S3.A.3.2.1 Identify what models represent (e.g., simple maps showing mountains, valleys, lakes, and rivers;
dioramas).
• S3.B.2.1.3 Identify characteristics for plant and animal survival in different environments (e.g., desert, forest,
ocean).
GRADE 4
• 3.1.4.C1 Identify different characteristics of plants and animals tat help some populations survive and reproduce
in greater numbers. Describe how environmental changes can cause extinction in plants and animals.
• 3.1.4.C3 Constancy and Change: Compare fossils to one another and to currently living organisms according to
their anatomical similarities and differences.
• 3.3.4.A3 Recognize that fossils provide evidence about the plants and animals that lived long ago and the nature
of the environment at that time.
• 3.4.4.A1 Understand that tools, materials, and skills are used to make things and carry out tasks.
Assessment Anchors
• S4.A.1 Reasoning and Analysis
• S4.A.2 Processes, Procedures, and Tools of Scientific Investigation
• S4.A.3 Systems, Models, and Patterns
• S4.B.1 Structure and Function of Organisms
• S4.C.1 Structure, Properties, and Interaction of Matter and Energy
Eligible Content
• S4.A.1.1.1 Distinguish between a scientific fact and an opinion, providing clear explanations that connect
observations and results (e.g., a scientific fact can be supported by making observations).
• S4.A.1.3.1 Observe and record change by using time and measurement.
• S4.A.1.3.2 Describe relative size, distance, or motion.
• S4.A.2.1.1 Generate questions about objects, organisms, or events that can be answered through scientific
investigations.
• S4.A.2.1.2 Design and describe an investigation (a fair test) to test one variable.
• S4.A.3.2.1 Identify what different models represent (e.g., maps show physical features, directions, distances;
globes represent Earth; drawings of watersheds depict terrain; dioramas show ecosystems; concept maps show
•
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•
relationships of ideas).
S4.A.2.2.1 Identify appropriate tools or instruments for specific tasks and describe the information they can
provide (e.g., measuring: length - ruler, mass - balance scale, volume - beaker, temperature - thermometer;
making observations: hand lens, binoculars, telescope).
S4.B.1.1.2 Compare similar functions of external characteristics of organisms (e.g., anatomical characteristics:
appendages, type of covering, body segments).
S4.B.2.1.1 Identify characteristics for plant and animal survival in different environments (e.g., wetland, tundra,
desert, prairie, deep ocean, forest).
S4.B.2.1.2 Explain how specific adaptations can help a living organism survive (e.g., protective coloration,
mimicry, leaf sizes and shapes, ability to catch or retain water).
S4.C.1.1.2 Categorize/group objects using physical characteristics.
GRADE 5
• 3.1.5.C1 Describe how organisms meet some of their needs in an environment by using behaviors (patterns of
activity) in response to information (stimuli) received from the environment.
• 3.1.5.C2 Give examples of how inherited characteristics (e.g., shape of beak, length of neck, location of eyes,
shape of teeth) may change over time as adaptations to changes in the environment that enable organisms to
survive.
• 3.4.5.A3 Describe how technologies are often combined.
Assessment Anchors
• S5.A.2 Processes, Procedures, and Tools of Scientific Investigation
Eligible Content
• S5.A.1.1.1 Explain how certain questions can be answered through scientific inquiry and/or technological
design (e.g., investigate to find out if all clay or foil boats designs react the same when filled with paperclips).
• S5.A.2.1.2 Describe relationships between variables through interpretation of data and observations (i.e., make
predictions for the outcome of a controlled experiment using data tables and graphs).
• S5.B.2.1.3 Explain how certain behaviors help organisms survive and reproduce in different environments
• S5.B.2.1.4 Identify changes in environmental conditions that can affect the survival of populations and entire
species.
GRADE 6
• 3.1.6.C1 Differentiate between instinctive and learned animal behaviors that relate to survival.
• 3.4.6.A3 Explain how knowledge from other fields of study (STEM) integrate to create new technologies.
Assessment Anchors
Eligible Content
• S6.B.2.1.2 Recognize that extinction of a species occurs when the environment changes and the adaptive
characteristics of a species are insufficient to allow its survival.
GRADE 7
• 3.1.7.A1 Describe the similarities and differences of physical characteristics in diverse organisms.
• 3.1.7.A8 Models: Apply the appropriate models to show interactions among organisms in an environment.
• 3.1.7.A9 Understand how theories are developed. Identify questions that can be answered through scientific
investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation
and understand that current scientific knowledge guides scientific investigations. Describe relationships using
inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and
understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations.
Develop descriptions, explanations, and models using evidence and understand that these emphasize
evidence, have logically consistent arguments, and are based on scientific principles, models, and theories.
Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use
mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas
for study, new methods, or procedures for an investigation or new technologies to improve data collection.
• 3.1.7.C1 Describe how natural selection is an underlying factor in a population’s ability to adapt to changes.
• 3.1.7.C2 Explain why the extinction of a species may occur when the environment changes. Explain that
mutations can alter a gene and are the original source of new variations in a population.
• 3.1.7.C3 Constancy and Change: Identify evidence drawn from geology, fossils, and comparative anatomy that
provides the basis for the theory of evolution.
• 3.1.7.C4 Understand how theories are developed. Identify questions that can be answered through scientific
• 3.3.7.A3 Explain and give examples of how physical evidence, such as fossils and surface features of glaciation
support theories that the Earth has evolved over geologic time.
• 3.3.7.A7 Understand how theories are developed. Identify questions that can be answered through scientific
• 3.4.7.A1 Explain how technology is closely linked to creativity, which has resulted in innovation and invention.
• 3.4.7.A3 Explain how knowledge gained from other fields of study has a direct effect on the development of
technological products and systems.
• 3.4.7.C1 Describe how design, as a creative planning process, leads to useful products and systems.
• 3.4.7.C2 Explain how modeling, testing, evaluating, and modifying are used to transform ideas into practical
solutions.
• 3.4.7.D2 Select and safely use appropriate tools, products and systems for specific tasks.
Assessment Anchors
• S7.A.2 Processes, Procedures, and Tools of Scientific Investigations
• S7.D.1 Earth Features and Processes that Change Earth and Its Resources
Eligible Content
• S7.A.1.1.3 Use evidence such as observations or experimental results to support inferences.
• S7.A.1.3.2 Use evidence, observations, or explanations to make inferences about changes in systems over time
(e.g., carrying capacity, succession, fossil evidence in the geologic time scale).
• S7.A.2.1.1 Use evidence from investigations to clearly describe relationships and communicate and support
conclusions.
• S7.A.2.2.2 Apply measurement systems to record and interpret observations under a variety of conditions.
• S7.B.2.1.2 Describe how natural selection is an underlying factor in a population’s ability to adapt to change.
• S7.B.2.1.3 Explain that adaptations within species (physical, behavioral, physiological) are developed over long
periods of time.
• S7.D.1.1.2 Explain how fossils are formed and how they can provide evidence about plants and animals that
once lived on Earth.
GRADE 8
• 3.1.8.A8 Change And Constancy: Explain mechanisms organisms use to adapt to their environment.
• 3.1.8.A9 Compare and contrast scientific theories. Know that both direct and indirect observations are used
by scientists to study the natural world and universe. Identify questions and concepts that guide scientific
investigations. Formulate and revise explanations and models using logic and evidence. Recognize and
analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid
measurements
• 3.1.8.C1 Explain how reproductive success coupled with advantageous traits over many generations contributes
to natural selection.
• 3.1.8.C4 Compare and contrast scientific theories. Know that both direct and indirect observations are used
analyze alternative explanations and models. Explain the importance of accuracy and precision in making
valid measurements.
• 3.3.8.A3 Explain how matter on earth is conserved throughout the geological processes over time.
• 3.3.8.A7 Compare and contrast scientific theories. Know that both direct and indirect observations are used
analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid
measurements.
Assessment Anchors
• S8.A3 Systems, Models, and Patterns
• S8.B.3 Ecological Behavior and Systems
• S8.D.1 Earth Features and Processes that Change Earth and Its Resources
Eligible Content
• S8.A.3.2.2 Describe how engineers use models to develop new and improved technologies to solve problems.
• S8.B.3.2.1 Use evidence to explain factors that affect changes in populations (e.g., deforestation, disease, land
use, natural disaster, invasive species).
• S8.B.3.2.3 Describe the response of organisms to environmental changes (e.g., changes in climate, hibernation,
migration, coloration) and how those changes affect survival.
• S8.B.2.1.5 Explain that adaptations are developed over long periods of time and are passed from one generation
to another.
• S8.D.1.1.2 Describe natural processes that change Earth’s surface (e.g., landslides, volcanic eruptions,
earthquakes, mountain building, new land being formed, weathering, erosion, sedimentation, soil formation).
• S8.D.1.1.4 Explain how fossils provide evidence about plants and animals that once lived throughout
Pennsylvania’s history (e.g., fossils provide evidence of different environments).
HIGH SCHOOL BIOLOGY
• 3.1.B.C3 Constancy and Change: Compare and contrast various theories of evolution. Interpret data from fossil
records, anatomy and physiology, and DNA studies relevant to the theory of evolution.
• 3.1.B.C4 Compare and contrast scientific theories. Know that both direct and indirect observations are used
analyze alternative explanations and models. Explain the importance of accuracy and precision in making
valid measurements. Examine the status of existing theories. Evaluate experimental information for relevance
and adherence to science processes. Judge that conclusions are consistent and logical with experimental
conditions. Interpret results of experimental research to predict new information, propose additional
investigable questions, or advance a solution. Communicate and defend a scientific argument.
Assessment Anchors
• BIO.B.3 Theory of Evolution
Eligible Content
• BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological,
embryological, biochemical, and universal genetic code).
• S11.A.1.1.2 Analyze and explain the accuracy of scientific facts, principles, theories, and laws.
• S11.B.2.1.1 Explain the theory of evolution by interpreting data from fossil records, similarities in anatomy and
physiology, or DNA studies that are relevant to the theory of evolution.
Geography
Grade 3: 7.1.3.A Identify how basic geographic tools are used to organize and interpret information about people, places
and environment.
Grade 4: 7.1.4.A Describe how common geographic tools are used to organize and interpret information about people,
places, and environment.
Grade 5: 7.1.5.A: Describe how common geographic tools are used to organize and interpret information about people,
Grade 6: 7.1.6.A Describe how common geographic tools are used to organize and interpret information about people,
Grade 7: 7.1.7.A Explain how common geographic tools are used to organize and interpret information about people,
Grade 8: 7.1.8.A Explain and illustrate how geographic tools are used to organize and interpret information about
people, places, and environments.
Grade 9: 7.1.9.A Explain and illustrate how geographic tools are used to organize and interpret information about
people, places, and environments.
NEW JERSEY
Field Trip experience at Dinosaurs Alive! satisfy requirements for Science, Technology, and Social Studies for grades K –
12 in New Jersey. Science teachers will be particularly interested in the Cumulative Progress Indicators for Life Science
at the late elementary and middle school levels.
Science
BY THE END OF GRADE 4
• 5.1.4.A.2 Use outcomes of investigations to build and refine questions, models, and explanations.
• 5.1.4.A.3 Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific
arguments.
• 5.1.4.B.1 Design and follow simple plans using systematic observations to explore questions and predictions.
• 5.1.4.B.2 Measure, gather, evaluate, and share evidence using tools and technologies.
• 5.1.4.B.3 Formulate explanations from evidence.
• 5.3.4.A.2 Compare and contrast structures that have similar functions in various organisms, and explain how
those functions may be carried out by structures that have different physical appearances.
• 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., gradual increase or decrease
in daily temperatures, change in yearly rainfall).
• 5.3.6.E.1 Describe the impact on the survival of species during specific times in geologic history when
environmental conditions changed.
• 5.4.4.B.1 Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or marine in
origin.
• 5.4.6.B.2 Examine Earth’s surface features and identify those created on a scale of human life or on a geologic
time scale.
• 5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to revise
explanations and to consider alternative explanations.
• 5.1.8.A.2 Use mathematical, physical, and computational tools to build conceptual-based models and to pose
theories.
• 5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose theories.
• 5.1.8.B.1 Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as
part of building and revising models and explanations.
• 5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
• 5.3.8.E.1 Organize and present evidence to show how the extinction of a species is related to an inability to
adapt to changing environmental conditions using quantitative and qualitative data.
• 5.3.8.E.2 Compare the anatomical structures of a living species with fossil records to derive a line of descent.
• 5.4.8.D.2 Present evidence to support arguments for the theory of plate motion.
• 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models
and to pose theories.
• 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.
• 5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil
record, DNA, protein structures, etc.).
• 5.4.12.B.3 Account for the evolution of species by citing specific absolute-dating evidence of fossil samples.
Technology
• 8.1.4.E.2 Evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic
information sources to complete a variety of tasks.
• 8.1.4.F.1 Select and apply digital tools to collect, organize, and analyze data that support a scientific finding.
• 8.2.8.B.3 Solve a science-based design challenge and build a prototype using science and math principles
throughout the design process.
Social Studies
BY THE END OF GRADE 4: 6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
BY THE END OF GRADE 12: 6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on
how humans viewed themselves and how they viewed their physical and spiritual worlds.
DELAWARE
These curriculum correlations demonstrate how the lesson plans and activities in this Educator’s Guide along with
the Field Trip experience at Dinosaurs Alive! satisfy requirements for Science, Engineering and Technology Education,
and Social Studies for grades K – 12 in Delaware. Middle School Science teachers will be particularly interested in the
standards met in the Diversity and Evolution Strand of Standard 7 and the Interactions throughout Earth’s Systems
Strand of Standard 5.
Science
Standard 1: Nature and Application of Science and Technology
Strand: Understandings and Abilities of Scientific Inquiry
GRADES K-3
A. Understand that: Scientific investigations, whether conducted by students or scientists, involve asking a question
about the natural world. Be able to: Generate questions and predictions using observations and exploration
about the natural world.
C. Understand that: The purpose of accurate observations and data collection is to provide evidence. Scientists use tools
to enhance their senses in order to obtain more evidence. Be able to: Collect data using observations, simple
tools and equipment. Record data in tables, charts, and bar graphs. Compare data with others to examine and
question results.
GRADES 4-5
A. Understand that: Scientific investigations involve asking a focused scientific question. Investigations differ depending
upon the question being asked. Be able to: Generate focused questions and informed predictions about the
natural world.
C. Understand that: The purpose of accurate data collection is to provide evidence to compare with the prediction. Be
able to: Accurately collect data using observations, simple tools and equipment. Display and organize data in
tables, charts, diagrams, and bar graphs or plots over time. Compare and question results with and from others.
F. Understand that: The use of mathematics, reading, writing, and technology are important in conducting scientific
inquiries. Be able to: Use mathematics, reading, writing, and technology when conducting scientific inquiries.
GRADES 6-8
A. Understand that: Scientific investigations involve asking testable questions. Different kinds of questions suggest
different scientific investigations. The current body of scientific knowledge guides the investigation. Be able
to: Frame and refine questions that can be investigated scientifically, and generate testable hypotheses.
C. Understand that: In a scientific investigation, data collection involves making precise measurements and keeping
accurate records so that others can replicate the experiment. Be able to: Accurately collect data through the
selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and
graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and
question results with and from other students.
F. Understand that: Scientific habits of mind and other sources of knowledge and skills are essential to scientific inquiry.
Habits of mind include tolerance of ambiguity, skepticism, openness to new ideas, and objectivity. Other
knowledge and skills include mathematics, reading, writing, and technology. Be able to: Use mathematics,
reading, writing, and technology when conducting scientific inquiries.
GRADES 9-12
A. Understand that: Scientists conduct investigations for a variety of reasons including to explore new phenomena, to
replicate other’s results, to test how well a theory predicts, to develop new products, and to compare theories.
Be able to: Identify and form questions that generate a specific testable hypothesis that guide the design and
breadth of the scientific investigation.
C. Understand that: Theories in science are well-established explanations of natural phenomena that are supported
by many confirmed observations and verified hypotheses. The application of theories allows people to make
reasonable predictions. Theories may be amended to become more complete with the introduction of new
evidence. Be able to: Collect accurate and precise data through the selection and use of tools and technologies
appropriate to the investigations. Display and organize data through the use of tables, diagrams, graphs, and
other organizers that allow analysis and comparison with known information and allow for replication of results.
F. Understand that: Knowledge and skill from sources other than science are essential to scientific inquiry. These include
mathematics, reading, writing, and technology. Be able to: Use mathematics, reading, writing and technology
when conducting scientific inquiries.
Strand: History and Context of Science
GRADES 4-5
A. Contributions by individuals have been essential in advancing the body of scientific knowledge.
GRADES 6-8
A. Over the course of human history, contributions to science have been made by different people from different
cultures. Studying some of these contributions and how they came about provides insight into the expansion
of scientific knowledge.
GRADES 9-12
A. New disciplines of science emerge as older disciplines interface into an integrated study of the natural world. As the
body of scientific knowledge grows, the boundaries between individual disciplines diminish.
Standard 5: Earth’s Dynamic Systems.
Strand: Interactions throughout Earth’s Systems
GRADES 6-8
K. Past geological events and environments can be reconstructed by interpreting fossilized remains and successive
layering of sedimentary rocks.
L. The fit of continental coastlines, the similarity of rock types and fossilized remains provide evidence that today’s
continents were once a single land mass. The continents moved to their current positions on plates driven by
energy from Earth’s interior.
GRADES 9 – 12
B. Tectonic plates press against one another in some places (convergence), pull apart in other places (divergence), or
slide past each other. These plate movements may result in the formation of mountain ranges, and can lead
to earthquakes, volcanic eruptions, and tsunamis. The consequences of these events impact the surrounding
atmosphere, geosphere, hydrosphere, and the life existing within them.
Standard 7: Diversity and Continuity of Living Things.
Strand: Diversity and Evolution.
GRADES K-3
A. Many different kinds of plants and animals live throughout the world. These plants and animals can be grouped
according to the characteristics they share.
GRADES 4-5
A. Organisms of the same type vary in appearance. These variations may provide an advantage in reproduction and
survival.
GRADES 6-8
A. The Earth’s present day species evolved from earlier, distinctly different species. Many thousands of layers of
sedimentary rock provide evidence for the long history of the Earth and for the long history of changing life
forms whose remains are found in the rocks. More recently deposited rock layers are more likely to contain
fossils resembling existing species.
B. Natural selection is the process by which some individuals with certain traits are more likely to survive and produce
greater numbers of offspring than other organisms of the same species. Competition for resources and mates
and conditions in the environment can affect which individuals survive, reproduce and pass their traits on to
future generations.
C. Small genetic differences between parents and offspring accumulate over many generations, and ultimately new
species may arise.
D. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are
insufficient to allow its survival. Most of the species that have lived on Earth no longer exist.
GRADES 9-12
A. Evolution is a change in allelic frequencies of a population over time. The theory of evolution is supported by extensive
biochemical, structural, embryological, and fossil evidence.
B. The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available
niche with life forms. The millions of different species of plants, animals, and microorganisms that live on Earth
today are related by descent with modification from common ancestors.
C. The process of natural selection occurs when some heritable variations that arise from random mutation and
recombination give individuals within a species some survival advantages over others. These offspring
with advantageous adaptations are more likely to survive and reproduce, thus increasing the proportion of
individuals within a population with advantageous characteristics.
Standard 8: Ecology.
Strand: Interactions within the Environment.
GRADES 4-5
C. Adaptations in organisms enable them to live and reproduce in certain environments. Those organisms that are best
suited for a particular environment have adaptations that allow them to compete for available resources and
cope with the physical conditions of their immediate surroundings.
D. Changes in an organism’s environment may be either beneficial or harmful. Organisms may be affected by other
organisms, by various physical factors (e.g., rainfall, temperature), by physical forces (e.g., storms, earthquakes),
and by daily, seasonal, and annual cycles.
GRADES 6-8
D. A population consists of all individuals of a species that occur together at a given place and time. A species is a
distinct biological grouping of organisms whose members interbreed in nature and produce fertile offspring.
E. The size of populations may change as a result of the interrelationships among organisms. These may include
predator/prey ratios, availability of resources, and habitat changes.
GRADES 9-12
C. Ecosystems undergo major changes as a result of such factors as climate change, introduction of new species, and
habitat destruction. These can be the result of natural processes and/ or human impact.
D. Changes in the physical, chemical, or biological conditions of an ecosystem can alter the diversity of species in the
system. Over time, ecosystems change and populations of organisms adapt, move, or become extinct.
Engineering & Technology Education
M1.01.05 Design a model, prototype, or process that improves or enhances the form or function of a product.
M2.01.03 Identify cross-curricular concepts of technology, including technology transfer, the relationship of science and
math to technology, and progress that results from technology.
M4.01.01 Demonstrate a working knowledge of the design process, understanding that design requirements, such as
criteria, constraints, and efficiency, sometimes compete with each other.
M5.01.02 Develop a successful model or prototype.
TPA1.01.06 A prototype (or working model) helps an engineer test and observe a design in order to make necessary
adjustments.
Social Studies: Geography
Standard One: Students will develop a personal geographic framework, or “mental map,” and understand the uses of
maps and other geo-graphics [MAPS].
K-3a: Students will understand the nature and uses of maps, globes, and other geo-graphics.
6-8a: Students will demonstrate mental maps of the world and its sub-regions which include the relative location
and characteristics of major physical features, political divisions, and human settlements.
NEW YORK
Field Trip experience at Dinosaurs Alive! satisfy requirements for Mathematics, Science, and Technology, and Social
Studies for grades K – 12 in New York. Middle School Science teachers will be particularly interested in the standards
met in the Diversity and Evolution Strand of Standard 7 and the Interactions throughout Earth’s Systems Strand of
Standard 5.
Mathematics, Science, & Technology
ELEMENTARY
Standard 1: Analysis, Inquiry, & Design
Mathematical Analysis
• Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions.
o Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the
environment assist them in reaching these conclusions.
Scientific Inquiry
• Key Idea 1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing,
creative process.
o Ask “why” questions in attempts to seek greater understanding concerning objects and events they have observed
and heard about.
o Question the explanations they hear from others and read about, seeking clarification and comparing them with
their own observations and understandings.
• Key Idea 3. The observations made while testing proposed explanations, when analyzed using conventional and
invented methods, provide new insights into phenomena.
o Organize observations and measurements of objects and events through classification and the preparation of
simple charts and tables.
o Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.
Standard 4: Science, Living Environment
• Key Idea 3: Individual organisms and species change over time.
o Describe how the structures of plants and animals complement the environment of the plant or animal.
o Observe that differences within a species may give individuals an advantage in surviving and reproducing.
Standard 5: Technology Education
• Engineering Design
o Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools.
• Computer Technology
o Use the computer as a tool for generating and drawing ideas.
Standard 6: Interconnectedness—Common Themes
• Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation,
interpretation, or design.
o Analyze, construct, and operate models in order to discover attributes of the real thing.
o Discover that a model of something is different from the real thing but can be used to study the real thing.
o Use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the
real world.
• Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a
series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the
behavior and design of systems.
o Identify the biggest and the smallest values as well as the average value of a system when given information
about its characteristics and behavior.
• Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
o Use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data.
o Analyze data by making tables and graphs and looking for patterns of change.
INTERMEDIATE
o Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns
and relationships can assist in explaining and extending mathematical phenomena.
• Key Idea 3. Critical thinking skills are used in the solution of mathematical problems.
o Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of
mathematical ideas, using representations such as pictures, charts, and tables.
Scientific Inquiry
• Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing,
creative process.
o Construct explanations independently for natural phenomena, especially by proposing preliminary visual models
of phenomena.
• Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and
invented methods, provide new insights into phenomena.
o Design charts, tables, graphs and other representations of observations in conventional and creative ways to help
them address their research question or hypothesis.
o Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
o Describe sources of variation in organisms and their structures and relate the variations to survival.
o Describe factors responsible for competition within species and the significance of that competition.
Standard 5: Technology Education
• Engineering Design
o Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
o Develop plans, including drawings with measurements and details of construction, and construct a model of the
solution, exhibiting a degree of craftsmanship.
• Computer Technology
o Use a computer system to connect to and access needed information from various Internet sites.
• Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation,
interpretation, or design.
o Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or
too dangerous for direct observation).
series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the
behavior and design of systems.
o Use powers of ten notation to represent very small and very large numbers.
COMMENCEMENT
o Use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and
relationships in mathematics assist them in arriving at these conjectures and arguments.
• Key Idea 3: Critical thinking skills are used in the solution of mathematical problems.
o Apply algebraic and geometric concepts and skills to the solution of problems.
Scientific Inquiry
• Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing,
creative process.
o Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual
models and mathematical formulations to represent their thinking.
o Work toward reconciling competing explanations; clarifying points of agreement and disagreement.
• Key Idea 1: Living things are both similar to and different from each other and nonliving things.
o Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
o Explain the mechanisms and patterns of evolution.
• Key Idea 6: Plants and animals depend on each other and their physical environment.
o Explain factors that limit growth of individuals and populations.
series of relative order provides a useful way to deal with the immense range and the changes in scale that affect
the behavior and design of systems.
o Describe the effects of changes in scale on the functioning of physical, biological, or designed systems.
o Extend their use of powers of ten notation to understanding the exponential function and performing operations
with exponential factors.
Social Studies
Standard 3, Key Idea 2
• Elementary: gather and organize geographic information from a variety of sources and display in a number of
ways
• Intermediate: interpret geographic information by synthesizing data and developing conclusions and
generalizations about geographic issues and problems
MARYLAND
Field Trip experience at Dinosaurs Alive! satisfy requirements for Science, Technological Literacy, and Social Studies for
grades K – 12 in Maryland. Fourth and Eighth grade teachers will be particularly interested in the Life Science objectives
provided.
Science
GRADES K-2
Skills and Processes
• 1.A.1.b Seek information through reading, observation, exploration, and investigations.
• 1.A.1.c Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.
• 1.A.1.g Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and
describing things and experiences.
• 1.D.1.e Explain that sometimes it is not possible to make or do everything that is designed.
• 1.D.3.a Explain that a model of something is different from the real thing but can be used to learn something
about the real thing.
• 1.D.3.b Realize that one way to describe something is to say how it is like something else.
GRADE K
Life Science
• 3.A.1.d Compare ideas about how the features of animals and plants affect what these animals are able to do.
• 3.D.1.c Explain that the external features of plants and animals affect how well they thrive in different kinds of
places.
GRADE 1
Life Science
• 3.A.1.a Use the senses and magnifying instruments to examine a variety of plants and animals to describe
external features and what they do.
• 3.A.1.c Use the information collected to ask and compare answers to questions about how an organism’s external
features contribute to its ability to survive in an environment.
GRADE 2
Life Science
• 3.D.1.b Examine pictures of organisms that lived long ago, such as dinosaurs, and describe how they resemble
organisms that are alive today.
• 3.D.1.c Recognize that some kinds of organisms have completely disappeared.
GRADES 3-5
• 1.A.1.a Support investigative findings with data found in books, articles, and databases, and identify the sources
used and expect others to do the same.
• 1.A.1.b Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring
scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and
stopwatch (elapsed time) to augment observations of objects, events, and processes.
• 1.A.1.e Follow directions carefully and keep accurate records of one’s work in order to compare data gathered.
• 1.B.1.a Develop explanations using knowledge possessed and evidence from observations, reliable print
resources, and investigations.
• 1.B.1.b Offer reasons for their findings and consider reasons suggested by others.
• 1.B.1.c Review different explanations for the same set of observations and make more observations to resolve
the differences.
• 1.C.1.a Make use of and analyze models, such as tables and graphs to summarize and interpret data.
• 1.C.1.e Recognize that doing science involves many different kinds of work and engages men and women of all
ages and backgrounds.
• 1.D.1.a Explain that a model is a simplified imitation of something and that a model’s value lies in suggesting
how the thing modeled works.
• 1.D.1.c Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number
lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such
representations can never be exact in every detail.
• 1.D.1.d Realize that one way to make sense of something is to think how it is like something more familiar.
GRADE 4
Earth/Space Science
• 2.B.2.a Recognize and explain that the remains or imprints of plants or animals can become fossils.
• 2.B.2.b Describe the physical structures of an animal or plant based on its fossil remains.
• 2.B.2.c Identify what an animal or plant fossil is able to tell about the environment in which it lived.
Life Science
• 3.A.1.d Describe what classifying tells us about the relatedness among the animals or plants placed within any
group.
• 3.D.1.b Explain that the characteristics of an organism affect its ability to survive and reproduce.
• 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 those individuals
an advantage in surviving and reproducing.
• 3.D.1.d Examine and compare fossils to one another and to living organisms as evidence that some individuals
survive and reproduce.
GRADE 5
Life Science
• 3.A.1.b Based on information about the features and behaviors of animals and plants from very different
environments describe reasons that they might not survive if their environment changed or if they were moved
from one environment to another.
• 3.A.1.e Explain that the survival of individual organisms and entire populations can be affected by sudden
(flood, Tsunami) or slow (global warming, air pollution) changes in the environment.
GRADES 6-8
• 1.A.1.b Develop the ability to clarify questions and direct them toward objects and phenomena that can be
described, explained, or predicted by scientific investigations.
• 1.A.1.h Use mathematics to interpret and communicate data.
• 1.B.1.c Explain that even though different explanations are given for the same evidence, it is not always possible
to tell which one is correct.
• 1.C.1.a Organize and present data in tables and graphs and identify relationships they reveal.
• 1.C.1.b Interpret tables and graphs produced by others and describe in words the relationships they show.
• 1.C.1.c Give examples of how scientific knowledge is subject to modification as new information challenges
prevailing theories and as a new theory leads to looking at old observations in a new way.
• 1.C.1.e Explain how different models can be used to represent the same thing. What kind of a model to use and
how complex it should be depend on its purpose. Choosing a useful model is one of the instances in which
intuition and creativity come into play in science, mathematics, and engineering.
• 1.C.1.g Recognize that important contributions to the advancement of science, mathematics, and technology
have been made by different kinds of people, in different cultures, at different times.
• 1.D.1.b Explain, using examples that models are often used to think about processes that happen too slowly,
too quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that
are potentially dangerous.
GRADE 6
Earth/Space Science
• 2.C.2.a Recognize and describe the evidence for plate movement.
Life Science
• 3.D.1.e Describe ways in which changes in environmental conditions can affect the survival of individual
organisms and entire species.
• 3.D.1.g Explain that the more recently deposited rock layers are likely to contain fossils resembling existing
species.
• 3.F.1.a Explain that populations increase or decrease relative to the availability of resources and the conditions
of the environment.
GRADE 8
Earth/Space Science
• 2.B.2.a Recognize how different types of fossils are formed, such as petrified remains, imprints, molds and casts.
• 2.B.2.b Recognize and explain that the fossil record of plants and animals describes changes in life forms over
time.
Life Science
• 3.D.1.a Recognize and describe that gradual (climatic) and sudden (floods and fires) changes in environmental
conditions affect the survival of organisms and populations.
• 3.D.1.b Recognize that adaptations may include variations in structures, behaviors, or physiology, such as spiny
leaves on a cactus, birdcalls, and antibiotic resistant bacteria.
• 3.D.1.c Recognize and describe that adaptation and speciation involve the selection of natural variations in a
population.
• 3.D.1.d Recognize and describe that extinction occurs when the adaptive traits of a population do not support
its survival.
• 3.D.1.e Recognize that evolution accounts for the diversity of species.
Environmental Science
• 6.B.1.a Based on data from research identify and describe how natural processes change the environment.
HIGH SCHOOL BIOLOGY
• 1.7.2: The student will identify and evaluate the impact of scientific ideas and/or advancements in technology
on society.
• 1.7.6: The student will explain how development of scientific knowledge leads to the creation of new technology
and how technological advances allow for additional scientific accomplishments.
• 3.4.1: Explain how new traits may result from new combinations of existing genes or from mutations of genes
in reproductive cells within a population.
• 3.4.2: Estimate degrees of relatedness among organisms or species.
• 3.5.3: Investigate how natural and human-made changes in environmental conditions will affect individual
organisms and the dynamics of populations.
Technological Literacy
GRADES K-2
• 3.A.1.a Explore and use teacher selected technology tools, including software and hardware, to learn new
content or reinforce skills
• 5.A.1.a Select relevant information from teacher-selected technology resources (such as picture interface
databases and bookmarked files)
GRADES 3-6
• 3.A.1.a Use technology tools, including software and hardware, from a range of teacher-selected options to
learn new content or reinforce skills
• 5.A.1.a Select relevant information from appropriate technology resources
GRADES 7-8
• 3.A.1.a Use technology tools, including software and hardware, to learn new content or reinforce skills
• 5.A.1.a Select relevant information from appropriate technology resources
Social Studies—Geography
GRADES 1-2: 3.A.1 Use geographic tools to locate and describe places on Earth
GRADE 3: 3.B.1.a Compare places and regions using geographic features
GRADE 7: 3.A.1.c Analyze geographic issues and problems
COMMON CORE STATE STANDARDS
This section contains the Common Core State Standards for Mathematics and English Language Arts for grades K – 12,
which have been adopted by the Departments of Education in Ohio, Indiana, and Kentucky. These specific curriculum
requirements are met through the educational themes of Dinosaurs Alive! along with the classroom lesson plans and
activities in this Study.
Mathematics
ELEMENTARY SCHOOL
Kindergarten
• K.CC.1 - Counting & Cardinality: Count to 100 by ones and by tens
• K.CC.3 - Counting & Cardinality: Write numbers from 0 to 20. Represent a number of objects with a written
numeral 0-20
• K.CC.5 - Counting & Cardinality: Count to answer “how many?” questions about as many as 20 things arranged
in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number
from 1–20, count out that many objects.
• K.MD.1 - Measurement & Data: Describe measurable attributes of objects, such as length or weight. Describe
several measurable attributes of a single object.
• K.MD.2 - Measurement & Data: Directly compare two objects with a measurable attribute in common, to see
which object has “more of”/“less of” the attribute, and describe the difference. Grade 1
• 1.OA.1 - Operations & Algebraic Thinking: Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns
in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to
represent the problem.
• 1.MD.1 - Measurement & Data: Order three objects by length; compare the lengths of two objects indirectly by
using a third object.
• 1.MD.2 - Measurement & Data: Express the length of an object as a whole number of length units, by laying
multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an
object is the number of same-size length units that span it with no gaps or overlaps.
• 1.MD.4 - Measurement & Data: Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category, and how many more or
less are in one category than in another.
Grade 2
• 2.OA.1 – Operations & Algebraic Thinking: Use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number
to represent the problem.
• 2.MD.1 - Measurement & Data: Measure the length of an object by selecting and using appropriate tools such
as rulers, yardsticks, meter sticks, and measuring tapes.
• 2.MD.3 - Measurement & Data: Estimate lengths using units of inches, feet, centimeters, and meters.
• 2.MD.9 - Measurement & Data: Generate measurement data by measuring lengths of several objects to the
nearest whole unit, or by making repeated measurements of the same object. Show the measurements by
making a line plot, where the horizontal scale is marked off in whole-number units.
• 2.MD.10 - Measurement & Data: Draw a picture graph and a bar graph (with single-unit scale) to represent
a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using
information presented in a bar graph.
Grade 3
• 3.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 8 shares, or as a
number of shares when 56 objects are partitioned into equal shares of 8 objects each.
• 3.NF.1 - Number & Operations—Fractions: Understand a fraction 1/b as the quantity formed by 1 part when a
whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
• 3.MD.3 - Measurement & Data: Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step “how many more” and “how many less” problems using information
presented in scaled bar graphs.
• 3.MD.4 - Measurement & Data: Generate measurement data by measuring lengths using rulers marked with
halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in
appropriate units— whole numbers, halves, or quarters.
Grade 4
• 4.OA.3 - Operations & Algebraic Thinking: Solve multistep word problems posed with whole numbers and
having whole-number answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation strategies including rounding.
• 4.NBT.3 - Number & Operations in Base Ten: Use place value understanding to round multi-digit whole numbers
to any place.
• 4.NF.3 - Number & Operations—Fractions: Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
• 4.NF.6 - Number & Operations—Fractions: Use decimal notation for fractions with denominators 10 or 100.
• 4.MD.1 - Measurement & Data: Know relative sizes of measurement units within one system of units including
km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a
larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
• 4.MD.2 - Measurement & Data: Use the four operations to solve word problems involving distances, intervals of
time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals,
and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent
measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
• 4.MD.4 - Measurement & Data: Make a line plot to display a data set of measurements in fractions of a unit (1/2,
1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line
plots.
Grade 5
• 5.NBT.2 - Number & Operations in Base Ten: Explain patterns in the number of zeros of the product when
multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a
decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
• 5.NBT.4 - Number & Operations in Base Ten: Use place value understanding to round decimals to any place.
• 5.NBT.7 - Number & Operations in Base Ten: Add, subtract, multiply, and divide decimals to hundredths,
using concrete models or drawings and strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction; relate the strategy to a written method and explain the
reasoning used.
• 5.NF.3 - Number & Operations—Fractions: Interpret a fraction as division of the numerator by the denominator
(a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
• 5.NF.5 - Number & Operations—Fractions: Interpret multiplication as scaling (resizing), by comparing the size of
a product to the size of one factor on the basis of the size of the other factor, without performing the indicated
multiplication.
• 5.NF.6 - Number & Operations—Fractions: Solve real world problems involving multiplication of fractions and
mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
• 5.MD.1 - Measurement & Data: Convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world
problems
MIDDLE SCHOOL
Grade 6
• 6.RP.1 - Ratios & Proportional Relationships: Understand the concept of a ratio and use ratio language to
describe a ratio relationship between two quantities.
• 6.RP.3 - Ratios & Proportional Relationships: Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or
equations.
• 6.NS.3 - The Number System: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation.
• 6.SP.1 - Statistics & Probability: Recognize a statistical question as one that anticipates variability in the data
related to the question and accounts for it in the answers.
• 6.SP.2 - Statistics & Probability: Understand that a set of data collected to answer a statistical question has a
distribution which can be described by its center, spread, and overall shape.
• 6.SP.4 - Statistics & Probability: Display numerical data in plots on a number line, including dot plots, histograms,
and box plots.
• 6.SP.5 - Statistics & Probability: Summarize numerical data sets in relation to their context.
Grade 7
• 7.RP.2 - Ratios & Proportional Relationships: Recognize and represent proportional relationships between
quantities.
• 7.NS.3 - The Number System: Solve real-world and mathematical problems involving the four operations with
rational numbers.
• 7.G.1 - Geometry: Solve problems involving scale drawings of geometric figures, including computing actual
lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
• 7.SP.1 - Statistics & Probability: Understand that statistics can be used to gain information about a population
by examining a sample of the population; generalizations about a population from a sample are valid only if the
sample is representative of that population. Understand that random sampling tends to produce representative
samples and support valid inferences.
• 7.SP.2 - Statistics & Probability: Use data from a random sample to draw inferences about a population with an
unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge
the variation in estimates or predictions.
Grade 8
• 8.EE.3 - Expressions & Equations: Use numbers expressed in the form of a single digit times a whole-number
power of 10 to estimate very large or very small quantities, and to express how many times as much one is than
the other.
• 8.SP.1 - Statistics & Probability: Construct and interpret scatter plots for bivariate measurement data to
investigate patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
HIGH SCHOOL
Statistics & Probability
• S-ID.1 - Interpreting Categorical & Quantitative Data: Represent data with plots on the real number line (dot
plots, histograms, and box plots).
• S-IC.1 - Making Inferences & Justifying Conclusions: Understand statistics as a process for making inferences
about population parameters based on a random sample from that population.
English Language Arts
K-5: Reading Informational Texts
Kindergarten
• RI.K.10: Actively engage in group reading activities with purpose and understanding.
Grade 1
• RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1.
Grade 2
• RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Grade 3
• RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
• RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
science, and technical texts, in the grades 2-3 text complexity band independently and proficiently.
Grade 4
• RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
• RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
• RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
• RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science,
and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Grade 5
• RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
• RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
• RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
science, and technical texts, at the high end of the grades 4–5 text complexity band independently and
proficiently.
6-8: Literacy in Science and Technical Subjects
Reading
• RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.
• RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
• RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
• RST.6-8.10: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity
band independently and proficiently.
Writing
• WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
• WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research.
Reading
• RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
• RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
• RST.9-10.9: Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
• RST.9-10.10: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text
complexity band independently and proficiently.
Writing
procedures/experiments, or technical processes.
• WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.
Reading
• RST.11-12.3: Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
• RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
• RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
• RST.11-12.10: By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text
complexity band independently and proficiently.
Writing
procedures/ experiments, or technical processes.
• WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.

educator`s guide

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