Reconstructing Scaphognathus

2012 Learning on Location
St. Louis Science Center Symposium
Title of Activity/Lesson
Reconstructing Scaphognathus crassirostris:
Piecing Together a Fossil Puzzle
Jeff Conderman, Fort Zumwalt School District
Grade Level(s) this activity/lesson is designed for
6th – 12th
Objective(s)
1) When paleontologists discover fossils they are very rarely complete or intact. This can make it tricky to
know what kind of animal it is and what the animal looked like when it was still alive (soft tissue
included). Therefore being a paleontologist often means being very good at solving mysteries and putting
together puzzles. The purpose of this activity is to allow students to experience the same type of mystery
that paleontologist confront.
2) Review / reinforce the difference between “observations” (what can be observed using ones senses) and
“inferences” (an educated guess / hypothesis based on ones observations).
Materials Used
 Paper / pencils
 Envelopes containing the 21 pieces of the puzzle
(figure 2.5) already cut apart. I would
recommend photo coping these onto cardstock
paper as the pieces will hold up longer.
 Handouts / examples:
Reconstructing Scaphognathus crassirostris:
Figures 2.2, 2.3, 2.5, and 2.6: Hansen, Thor and
Slesnick, Irwin. “Adventures in Paleontology”.
Arlington, VA: National Science Teachers
Association, 2006. Pages 15 – 22.
 Document camera
Description of Activity/Lesson
See activity attachments for
detailed information and
handouts / examples.
Possible performance-driven or grade level modifications that can be made for this activity/lesson
The size of the groups and the number of puzzle pieces used in each step could be altered to best fit the
grade level or student ability.
Missouri Standards/GLE’s met by this activity/lesson:
-State Standard: SC 5, CA 1, CA 4
-State Goal: 1.1, 1.2, 1.4, 1.5, 1.8, 2.1, 2.3
-Grade Level Expectation / GLE: Strand 5: 2
Description of Activity/Lesson
Input: 1. Organize classroom into student groups of 3‐4 2. Distribute envelopes containing the 21 pieces of the Scaphognathus crassirostris puzzle (figure 2.5) 3. Read the following to the class: ”In 1826 scientist Georg August Goldfuss discovered the fossilized remains of an animal in a limestone quarry in Germany. About 150 million years ago the quarry was a deep ocean lagoon. Organisms that died and sank to the bottom of the lagoon were buried by fine particles of lime mud. Because the bottom of the lagoon had very little water current the skeletons of these dead and decaying animals were often not disrupted, leaving the skeletons completely intact. Despite being intact the lack of any soft or connective tissue meant that Goldfuss had to figure out on his own how to piece the bones together. This would be similar to completing a puzzle but without the lid of the box to show you what the completed puzzle looked like. What Goldfuss had discovered turned out to be a long since extinct animal named Scaphognathus crassirostris” 4. Have one person from each group remove one puzzle piece from the envelope. As a group the students should make and share observations of the piece and also make inferences about what they believe Scaphognathus crassirostris would have looked like. On a sheet of paper they should write down these inferences (at least two). Give each group about five minutes to complete this step. 5. Have another member of the group remove one additional piece of the puzzle from the envelope. Again the group should make and discuss observations of the piece, make inferences about what they believe Scaphognathus crassirostris would have looked like, and write down at least two of these inferences. 6. Repeat the same procedure for a third time but instead of removing only one puzzle piece have the students remove two. At this point each group should have three pieces of the puzzle and at least six inferences written down. 7. This is a good place in which to discuss with the class how removing and discussing the puzzle pieces from the envelope one or two at a time is similar to what actual paleontologist experience. Often fossils (even completely intact ones) are found one or two pieces at a time. Paleontologist may have to dig for a long time in order to uncover all the pieces. 8. Next have each group remove three additional puzzle pieces from the envelope. At this point each group should have a total of seven pieces‐‐one third of the total 21 piece puzzle. 9. Using the seven puzzle pieces and their inferences each group should now attempt to draw a picture of what they believe Scaphognathus crassirostris would have looked like. Give each group 5 – 10 minutes to complete this step. 10. Using a document camera project each drawing one at a time on the board. Each group should discuss why they feel that Scaphognathus crassirostris may have looked the way that they attempted to draw it. 11. Next have each group empty the entire envelope onto the table and check that they have all 21 pieces. Project figure 2.3: “Original specimen of Scaphognathus crassirostris found by Goldfuss” onto the board. Give students a few minutes to attempt to reconstruct Scaphognathus crassirostris as Goldfuss did. 12. After 5 – 10 minutes stop the groups and discuss their progress. Ask the class to think of a modern day animal whose skeleton would look similar to Scaphognathus crassirostris. This may take a bit of seeding on your part as the teacher but hopefully someone in the class will mention the bat. Project figure 2.2: “Skeleton of a bat” onto the board. 13. Give the class time / remainder of the class period to attempt to reconstruct Scaphognathus crassirostris (leave figure 2.2 projected on the board). Closure / Follow Up Activity: 1. Reveal figure 2.6: “Reconstructed Skeleton of Scaphognathus crassirostris”. 2. Have students make sure that all 21 puzzle pieces are put back into the envelope. 3. Since cutting out all of the pieces takes a lot of time I do not have my kids attempt this on their own, even as homework. If however you or your students are interested in trying it you might consider sending each student home with a copy of figure 2.5 and reveal figure 2.6 the next day. Reconstructing Dinosaurs