Dinosaur Dynasty - The Field Museum

The Field Museum
Education Department Presents
Discoveries from China
Educator Guide & Walking Map
The Field Museum Education Department develops on-line Educator Guides to provide detailed
information on field trip planning, alignment with Illinois State Goals and Learning Standards,
as well as hands-on classroom activities to do before, during and after your visit to the Museum.
May 27, 2005 – April 23, 2006
T. rex Sue’s friends are coming to visit—all the way from China!
It’s a once-in-a-lifetime chance to meet a whole new set of dinosaurs from one of the world’s
hottest spots for dinosaur research. Authentic fossils and life-size casts span the 165-million-year
dynasty of these extraordinary creatures. Meet Mamenchisaurus, the longest-necked animal that
ever lived…get an up-close look at the feathered dinosaur Caudipteryx…touch a real, six-foot-tall
dinosaur leg bone, and much more.
The exhibition was produced by DinoDon, Inc., in cooperation with Beringia Ltd. and the
Inner Mongolian Museum.
Sections
Part 1: Guide
• Educator Guide
• Teacher Notes
• Meet the Dinosaurs: Getting to Know the Stars of Dinosaur Dynasty
• Introduction to the Exhibition
• Dinosaur Dynasty: Discoveries from China
• Illinois State Standards
Section 1:
• Travel back in time to the Triassic Period—When Reptiles Ruled
Lufengosaurus, 165 million years ago
Photo: Royal British Columbia Museum
APPENDIX A
Section 2:
• Welcome to the Jurassic Period—the Age of the Giants
Tuojiangosaurus, 157-154 million years ago
Photo: Royal British Columbia Museum
Section 3:
• Visit the Cretaceous Period—the End of an Era
Protoceratops, 85 million years ago
Photo: Royal British Columbia Museum
Part 2:
• Resources
Part 3:
• Fun Facts
Part 4:
• Walking Map
The Field Museum • Educator Guide: Sections
Page 2
Part 1
Dinosaur Dynasty: Discoveries from China
May 27, 2005 – April 23, 2006
Five years after the famous T. rex, Sue, went on display at The Field Museum, her friends are coming to
visit—all the way from China! Dinosaur Dynasty: Discoveries from China is a once-in-a-lifetime chance for
you and your students to meet a whole new set of dinosaurs from one of the world’s hottest spots for
dinosaur discovery and research.
These are the creatures that ruled China for 165 million years—far longer than any human dynasty. The
exhibition illustrates how a changing Earth led to the amazing diversity of dinosaurs as they evolved over
time. Among the many authentic fossils and life-size casts on view are Mamenchisaurus, the longest-necked
animal that ever lived; Dilophosaurus, one of the first Jurassic killer giants; and Caudipteryx, a feathered
dinosaur that is important to understanding how birds evolved from meat-eating dinosaurs.
You will see how dinosaur life begins—from two very different nests of fossil eggs—and how it may have
ended for at least one plate-backed Toujiangosaurus, under fierce attack by the crested meat-eater
Monolophosaurus. There will be plenty of hands-on activities, too—including a chance to touch a real
dinosaur fossil.
Before you meet the Dinosaurs
Getting to Know the Stars of Dinosaur Dynasty
In any encounter with an unfamiliar beast, it’s a good idea to go armed with the facts. Here’s some background information to help you get to know Sue’s Chinese friends—some appearing in fossil form, others as
casts of the original fossils. The Chinese dinosaurs belong (like other dinos) to two orders: Ornithischia
(bird-hipped), which were four-legged plant-eaters; and Saurischia (lizard-hipped), which includes twolegged meat-eaters (theropods) and four-legged plant-eaters (sauropods).
Take a journey through time from the Triassic Period (248 - 206 million years ago), to the Jurassic Period
(206 -144 million years ago), and the Cretaceous Period (144 - 65 million years ago).
Introduction: Why China?
It’s no accident that China is where feathered dinosaurs were first discovered. China has some of the
best preserved, most abundant, and most diverse dinosaurs of any place on Earth. Even while you’re
reading this, dinosaur scientists are likely unearthing the next spectacular find or crating up the last.
Why is China so rich in fossils? According to paleontologist Peter Makovicky, Field Museum Curator
of Geology, it’s all about geology.
“To get good preservation, you need an area where sediments are being deposited at a reasonably high rate,
to give material a good chance of fossilizing,” he explains. “China had several episodes of tectonic shifting
throughout the Mesozoic era, forming mountains separated by basins and creating a lot of fossil-bearing
sediment.” Although dinosaur fossils are found on every continent, including Antarctica, the best conditions
in the past—and the best dinosaur finds today—are in China, western North America, Argentina, and
Saharan Africa.
What’s important about good preservation, says Makovicky, is what we can learn from the minute details
it reveals. For example, scientists were very excited to discover the clear impressions of primitive, filamentlike feathers growing from the skin of the Sinosauropteryx. They could see that these were not true flight
feathers, but simpler structures—similar to the insulating down feathers of modern birds—that could
The Field Museum • Educator Guide: Part 1: Guide
Page 3
Part 1: Teacher’s Note
have evolved into feathers. And because Sinosauropteryx is not as closely related to birds as some
other dinosaurs are (Velociraptor, for example), the presence of these downy structures told them
that feathers began to evolve in dinosaurs long before the origin of birds. (Even with excellent
preservation, though, not all Sinosauropteryx specimens—including the one in this exhibition—have
preserved evidence of feathers.)
Dinosaur Dynasty is rich in examples such as this—where small details hold the key to a
dramatic evolutionary story.
Dinosaur Diversity
Dinosaur Dynasty also tells the story of how our planet changed over the 165 million years that dinosaurs
ruled the Earth—and how this affected the evolution of dinosaurs. “We often don’t stop to think about
how diverse dinosaurs were,” said Cheryl Bardoe…”this exhibition shows that the same group of dinosaurs
didn’t live all over the Earth at the same time.”
The exhibition begins in the Triassic Period, when Earth had just one supercontinent, Pangaea. The earliest
dinosaurs appeared at this time.
The exhibition continues through the Jurassic period, when dinosaurs truly dominated the land. During this
period, Pangaea began to fracture, seas opened up and covered parts of continents, and in a geographically
isolated area that is now China, dinosaurs took their own evolutionary path. Around the world, dinosaurs
developed new features adapted to their habitats: spoon-shaped teeth for chomping tougher leaves, strong
leg and tail muscles for standing to browse on higher branches, serrated teeth for ripping into prey.
“Adaptation in isolation is why we see Chinese dinosaurs that are similar to—but not exactly the same as—
those we find in North America,” Makovicky notes. “Mamenchisaurus instead of Diplodocus, for example,
or Monolophosaurus instead of Allosaurus.”
By the end of the Cretaceous period, the world map looked much like it does today and the climate cooled
a little. Dinosaurs, in China and elsewhere, became even more diverse, including bird-like dinosaurs and
dinosaur-like birds. And now they shared the land with small mammals related to ourselves (there were
more archaic mammal lineages in the preceding Periods) and flowering plants. When a disaster ended the
dynasty of the dinosaurs—along with countless other animals and plants—the stage was already set for
mammals to take their place. Birds are the only branch of the dinosaur family tree that remains today.
“The North American version of this story may be familiar to some,” Bardoe says. “In Dinosaur Dynasty
they’ll discover that a similar story was unfolding everywhere on Earth, but with an increasingly diverse
and divergent cast of characters.
Illinois State Standards Addressed:
Individual benchmarks are appropriate and/or adaptable for multiple grade levels
English Language Arts
State Goal 1A–B
Mathematics
State Goal 7A–C
State Goal 9A–C
State Goal 10A–C
Science
State Goal 11A–B
State Goal 12A–F
State Goal 13A–B
Foreign Languages
State Goal 29D–E
Fine Arts
State Goal 25B
Social Sciences
State Goal 16A; D; and E
State Goal 17A–D
The Field Museum • Educator Guide: Part 1: Guide
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Dino Dynasty Pronunciations
Archaeoceratops (ARK-ee-oh-SAIR-uh-tops)
Bactrosaurus (BAK-troh-SAWR-us)
Bellusaurus (BELL-uh-SAWR-us)
Caudipteryx (Caw-DIP-ter-iks)
Confuciusornis (CON-few-shus-or-niss)
Dilophosaurus (dye-LO-fuh-SAWR-us)
Dromeaosaurid (DROH-mee-oh-SAWR-id)
Iguanodontian (i-GWAN-oh-dontee-an)
Keichousaurus (KAY-cho-SAWR-us)
Lufengosaurus (LOO-fung-oh-SAWR-us)
Mamenchisaurus (mah-MEN-chih-SAWR-us)
Monolophosaurus (mon-uh-LOH-fuh-SAWR-us)
Oviraptor (OH-vi-RAP-tor)
Protoceratops (PRO-toe-SAIR-uh-tops)
Psittacosaurus (SIT-uh-ko-SAWR-us)
Sinosauropteryx (SEEN-oh-sawr-OP-ter-iks)
Szechuanosaurus (SECH-ooh-ahn-Oh-SAWR-us)
Toujiangosaurus (twoh-JEE-ANG-o-SAWR-us)
Tsintaosaurus (CHING-DOW-SAWR-us)
The Field Museum • Educator Guide: Part 1: Dino Dynasty Pronounciations
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Section I: Travel back in time to the Triassic Period—
when reptiles ruled
APPENDIX A: Introduction
This section focuses on the Triassic Period of geologic history and contains a large world map that highlights
Chicago and China, naming China as one of the hot spots for dinosaur discoveries in the world. A large mural
of the Triassic Period takes visitors back through time to the period of 248-206 million years ago and depicts
a variety of dinosaurs and early mammals that lived in China during the period.
One touchstation encourages visitors to examine the cast of a dinosaur egg in addition to two different fossil
nests: one containing round eggs believed to have been laid by a large sauropod and a one containing oval eggs
which are believed to have been laid by on oviraptor. A second touchstation prompts visitors to touch &
compare a dinosaur hipbone with a hipbone of another reptile. Hipbones are one of the features that set dinosaurs
apart from other types of reptiles. Teachers and students can make this comparison by examining fossil
skeletons of the sea reptile Keichousaurus and dinosaur Lufengosaurus.
Triassic China, 248-206 million years ago
Photo: Royal British Columbia Museum
Guiding Questions (Answers provided at the end of each section)
1. Where is China? How far from China is Chicago? How wide is China, north to south and east to west?
2. How many years old do you have to be before you are really old? What is the oldest thing/person/idea you
know about and can name?
3. What is the purpose of an egg? Why might an oval egg have an advantage over a round egg?
Pre-Activities
1. Conduct a lesson on geography including a discussion of biomes (desert, forest, valley, swamp).
2. Locate China on a map. Identify the countries that border it, the landforms it exhibits, and the bodies
of water that are adjacent to it. Have students calculate how far Chicago is from China in miles.
Convert to kilometers as applicable to grade level. Locate Yunnan province on a map of China.
3. Prompt students to form a hypothesis about eggs by asking the question: “Why do you think a hardshelled egg might have an advantage over an egg that needs to be laid in the water?” The hypothesis
can be in the format of a KWL chart or the Egg Hypothesis graphic organizer (see Resources,
Appendix A).
4. Prompt students to think about the concept of time as it relates to their own lives. Ask them to map
out their family members’ ages and include how many years are between each of them. Teachers may
also ask students to compare the length of a TV show with a movie or to examine how long a video
game takes to play as examples of time.
The Field Museum • Educator Guide: Part 1: Guide
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Section I: Travel back in time to the Triassic Period—
when reptiles ruled
Field Trip Activities
1. Using their Egg Hypothesis sheet, conduct research using the egg touch-station and by observing the
two fossil egg nests. Ask students to note where they have learned new information about eggs that they
didn’t know beforehand.
2. Have students take notes from the Triassic mural in which they include details of plants, animals,
colors, textures, shapes, and sizes. (The plants and animals represented in these murals are not
confirmed to be scientifically accurate). These notes will comprise the details behind a narrative of the
Triassic period (see post-activity below).
3. Draw/sketch the two dinosaur egg nests. Be sure to examine the eggs and add the details of the nest.
In addition, write a description of both nests. Ask students to sketch a nest from their own imagination
and provide a written description.
4. Equip students with a map of China and its provinces. Ask students to identify on the map where each
fossil in the exhibition was found. This can also be done as a post-activity by having students simply
list the locations and then mapping them back in the classroom with appropriate maps.
Pre-Activities
1. Have students create a 3D diorama depicting a Triassic ecosystem using clay, plastic dinosaur figures,
and other available materials. Depict the different landforms/biomes of the Triassic period and label
appropriately. Teachers may opt to ask students for a 2D diorama using cutout dinosaur pictures (or
ones of the students’ own creation) taped to toothpicks placed in the clay.
2. Using their notes from the Triassic mural, have students create a narrative as if they were a time traveler
who is visiting the Triassic period. Prompt them to include the details from their notes to provide a rich
story in detail. The teacher may have students write a paragraph about just one biome of Pangaea
(desert, swamp, forest, fern valley) or write about each of them in separate paragraphs, depending upon
grade level. Ask students to help their readers visualize their Triassic scene using descriptive words.
3. As a culminating activity using their Egg Hypothesis sheet (see Appendix A), have students write a para
graph that tells what they predicted/hypothesized about dinosaur eggs, then what they observed, and
what they concluded.
4. Encourage students to visit other dinosaur-related areas of the Museum. Have students visit the Bird
Hall to examine North American bird eggs to draw comparisons with the dinosaur eggs they’ve seen.
Ask students to watch the time-lapse video of the Sue display being put together in addition to
examining Sue’s teeth and skull.
Answers to Guiding Questions
1. China is located in Asia. It is approximately 8,000 miles from Chicago. China extends as far north
as 53 degrees, as far south as 18 degrees, as far east as 134 degrees and as far west as 73 degrees.
China is x miles east to west and x miles north to south.
2. Answers may vary. Students may respond that such a span of time is many times their own lifetime, so
it is hard for them to compare.
3. Round eggs are actually stronger than oval eggs. Oval eggs are an adaptation to having a relatively large
egg volume in a small animal with a narrow pelvic canal, since it is only the narrow diameter of the
egg that has to fit through the canal at one time. The oval eggs evolved in theropod dinosaurs and are
present in their descendants, the birds of today.
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Section I: Appendix A: Egg Hypothesis
Form My Hypothesis Statement
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Test My Hypothesis (by making observations in the exhibition and recording my observations)
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Form My Conclusion
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The Field Museum • Educator Guide: Part 1: Section 1
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Section II: Welcome to the Jurassic Period—the Age of
the Giants
Introduction
This section focuses on the Jurassic Period of geologic history and contains a large mural of the period (206-144
million years ago) which shows how the super continent Pangaea split apart, China was in part isolated by shallow
seas invading part of Asia. There are two groups of dinosaur skeletons, each of which includes a variety of
touch-stations, push-button interactive stations, and comparison overlays.
One dinosaur group centers on meat-eating dinosaurs and contains three theropod skeletons: a Dilophosaurus,
a Szechuanosaurus, and the Monolophosaurus. A nearby touch station focuses on the teeth of meat-eating
dinosaurs.
Another dinosaur group centers on plant-eating dinosaurs and contains three plant-eater skeletons: a
Mamenchisaurus, Bellusaurus, and a Tuojiangosaurus. A touch station uses the fossil of a Nurosaurus femur
to focus visitor attention on the immense size of these dinosaurs.
Jurasic China, 206-144 million years ago
Photo: Royal British Columbia Museum
Guiding Questions (Answers provided at the end of each section)
1.
2.
3.
4.
How do scientists sometimes abbreviate “million years ago”?
How does time move “forward” by going from 248 million years ago to 206 million years ago?
What color was a meat-eating dinosaur?
Compare and contrast a meat-eating dinosaur (carnivore) with the teeth of a plant-eating dinosaur (herbivore)?
What is the difference between a carnivore and a herbivore?
Pre-Activities
1. Have students create a timeline with what a “million years ago” might look like mapping to the
Triassic, Jurassic, and Cretaceous periods).
2. Have students study dinosaur naming conventions by conducting a prefix/root-word study using
a dictionary (Mono- for Monolophosaurus, or Tri-, or other prefixes/roots). Teachers may create a
matching game using flash cards with different parts of a dinosaur name on each card (for example,
1) Mono- 2) lopho- 3) saurus) or may draw a picture of a dinosaur on a large piece of poster board
and then cut into three pieces, writing the three parts of a dinosaur name on each part. Students are
then asked to put the dinosaur name together to “form” the animal.
3. Have students predict what kinds of colors a meat-eating dinosaur may have been. Prompt them to
think of the fact that such dinosaurs were predators and had to catch their prey. Ask if they think they
sometimes had to use stealth. Given that information, have them predict what kinds of colors or
patterns meat-eating dinosaurs may have adopted through evolution/adaptation that gave them an edge
in sneaking up on their prey. Have them draw/color an example of the pattern (tiger-like stripes, spots
like a leopard, counter shading, etc.).
The Field Museum • Educator Guide: Part 1: SectionII
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Section II: Welcome to the Jurassic Period—the Age of
the Giants (...continued)
Field Trip Activities
1. Continue using the map of China to mark where the different dinosaurs have been found.
2. Ask students to write a story comparing the Jurassic period with the Triassic period. Have them write
the story as if they’d hit the wrong button on their time machine and ended up in the wrong place.
Encourage them to let their readers know they are in a different period based upon the level of details
they provide as to animal and plant life.
3. Draw/sketch an example of a meat-eating dinosaur and an example of a plant-eating dinosaur. Write a
paragraph that explains the difference between the two types.
4. Compare and contrast the Tuojiangosaurus to the Stegosaurus. Note the differences you observe and
record them in your notebook.
5. Compare the builds of the Dilophosaurus, the Szechuanosaurus, and the Monolophosaurus, noting facts
about their shapes, their skulls, and their necks.
6. Have students estimate the height of the femur of the Nurosaurus using their own height as a
benchmark.
7. Count the number of neck bones in the Mamenchisaurus skeleton. Have students speculate on what
the function of these neck bones might have been for this dinosaur.
8. Have students estimate how heavy dinosaurs might have weighed. Ask students to make best guesses
and defend back in the classroom.
9. Weather permitting, instruct students to go outside to the west side of the Museum and examine the
Brachiosaurus skeleton. Provide students with binoculars and ask them to examine the teeth of this
skeleton, comparing them with the teeth they saw in Sue’s skull display. Students can also estimate the
length of the skeleton (5 feet or 1.5 meters) using their own height as a benchmark.
Post-Activities
1. Have students re-create some of the models of the dinosaurs they’ve seen using a variety of materials,
including papier-mache, clay, play dough, or dinosaur model kits. Place the models in an appropriate
habitat to show their source(s) of food (plants for plant-eaters and other dinosaurs for the meat-eaters).
2. Have students look up one of the scientists mentioned at the end of this section using the Internet. Try
to get up-to-date information on their research. See if the Internet search yields any results of any other
research or work the scientist has conducted. Also check out www.fieldmuseum.org/dinodynasty for
more information. Teachers may also consult the expeditions@fieldmuseum Web site to locate
information about scientists mentioned in the exhibition.
3. Have students create their own dinosaur names using either a place-name (“Schaumburgasaurus”, if it
were discovered in or around Woodfield Mall, for example) the name of their neighborhood, a defining
landmark in Chicago, or a defining physical feature about their dinosaur. This may accompany a
“create your own dinosaur” activity in which students draw their own creation and name it.
Answers to Guiding Questions
1. “Millions Years Ago” is sometimes written as “MYA” by scientists.
2. Dinosaurs are always found in rock, sometimes in old streambeds, or in petrified forests. Often they
are found in exposed hill- or mountainsides where the rock has been worn away by erosion. They are
sometimes found as complete skeletons and sometimes as only individual bones.
3. Answers will vary and scientists don’t know for certain the true answers to many of these questions.
Using scientific methods will prompt students to form a hypothesis about meat-eater color based upon
what they already know about predators from the present.
4. A meat-eater’s tooth will be serrated for cutting, slashing and tearing, while a plant-eater’s tooth will be
blunt for grinding, or mildly sharp for cutting into plant material.
The Field Museum • Educator Guide: Part 1: SectionII
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Section III: Visit the Cretaceous Period—The End of an Era
Introduction
As the continents continued to drift apart, the world map started to look a lot like it does today. Dinosaurs
became more specialized, developing new features to suit their natural habitats. In China, as elsewhere, this
ongoing process led to incredible biodiversity. The Cretaceous period (144-65 million years) ended with a mass
extinction that killed off most dinosaurs. The Age of Dinosaurs was over. Many amazing things began to
happen that changed the face of Earth: the age of mammals arrived, flowering plants (the “age of flowering
plants” started during the Cretaceous), regional land formations changed, and the ocean sea levels throughout
the world began to rise and fall during this period. As we get closer to our own time, birds became the only
branch of the dinosaur family tree that remained.
Some highlights in this section include the Sinosauropteryx (SEEN-oh-sawr-OP-ter-iks, meaning “Chinese
dragon-feather”) which has sometimes been found with fossilized impressions of primitive feathers covering
most of its body (these are not visible in the exhibit specimen); Caudipteryx (caw-DIP-tuh-riks, meaning “tail
feather”) which has an arm resembling a wing, though this creature could not fly; Protoceratops (PRO-toeSAIR-uh-tops, or “first horn-face”) which may have inspired the myth of the griffin, an animal said to be part
eagle, part lion; Tsintaosaurus (CHING-DOW-SAWR-us, literally “Tsintao-region lizard”) which sported a prominent spike on its head—like the horn of the mythical unicorn. This horn set this duck-billed herbivore apart from
other hadrosaur relatives.
Cretaceous China, 144-65 million years ago
Photo: Royal British Columbia Museum
Guiding Questions (Answers provided at the end of each section)
1.
2.
3.
4.
How do fossils form?
Why are dinosaur bones usually found all jumbled up?
What kind of dinosaurs eat the same way as you do?
What dinosaur in China is most closely related to its North American cousin?
Pre-Activities
1. Have students work in small groups to complete a historical timeline that represents the history of
aquatic and terrestrial life from the Cambrian period up to recent times. This group activity will give
students an overview of the time periods of Earth’s history. In each time period, ask groups to identify
one natural occurrence and label it on their timeline.
2. Ask students to research the definition of the Cretaceous Period. What types of species evolved?
How did the climate change? What if any landforms changed? Have students write a paragraph
demonstrating their newfound- knowledge of this period.
3. During the Cretaceous period, flowering plants became abundant. Have students work in small groups
to create a Cretaceous Plant Finder poster with identification labels. Ask students to research plant
specimens from books or the Internet and draw each one as realistically as possible on his or her
posters. Ask each group to use their observation skills to describe how these plants are similar to ones
today. Ask each group to present their findings to the rest of the class.
The Field Museum • Educator Guide: Part 1: Section III
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Section III: Visit the Cretaceous Period—The End of an Era
(continued…)
Field Trip Activities
1. Have students view the Map of the Cretaceous World at the beginning of this section. Ask students to
discuss what “the end of an era” means in relationship to the Cretaceous period. Have students think
about what a “mass extinction” might look like. Prompt each student to write a short paragraph using
descriptive words to illustrate the Cretaceous world during its’ hey day and during its decline. Ask each
student to include plants, landforms, dinosaurs, and any other living organisms.
2. Using the themed murals, ask students to compare and contrast his or her writings to what they actually
see. How does his or her landscape differ from murals? Have students share his or her responses with
the whole group. Ask students to complete their pictures using the murals and label copy.
3. Ask students to choose three dinosaurs to study in depth. Have students take notes to learn more about
his or her three identified specimens while viewing each mounted skeleton. Using observation skills,
have students sketch each dinosaur labeling each dinosaur unique characteristics.
4. Using the mounted skeletons and label copy in this section, ask students to create a hypothesis about
the relationship between body features and whether or not a particular dinosaur was a carnivore
(meat-eating) or a herbivore (plant-eating). Have each student draw each dinosaur head with examples
that defend their hypothesis. If label copy exists, ask them to find any additional information that will
support his or her findings. Why is this information important to scientists?
Be sure to visit the Museum’s Plants of the World exhibition. Students will marvel at world-famous
plant models, from algae to orchids. You won't believe these are models crafted from wax!
5. In this section, students will discover that birds are descendants of dinosaurs. Ask students to gather as
much information about the following three dinosaurs in this section: Oviraptor, Sinosauropteryx, and
Caudipteryx and through note-taking, fact-finding, and sketching. Back in the class room, ask each
student to make a comparison and contrasting diagram of his or her findings.
Be sure to visit the Museum’s World of Birds exhibition to learn why peacocks have such long tails.
How does a pelican use its pouch? Why do mockingbirds mock?
Post-Activities
1. Back in the classroom, have students work in small groups to share their field trip experience and what
they learned. Ask students to write a one-page reflection statement about what they learned. How
has this experience changed what they thought about dinosaurs? Have each student read his or her
statements in an oral presentation. Visuals are encouraged.
2. Ask students to research two Cretaceous sites in the United States: Hell Creek Formation (Lewistown,
Montana) and Egg Mountain (Choteau, Montana). Have each student write a one-page report with
background information, time period, field team or paleontologist, length of expedition, and dinosaur(s)
sought and/or found, specific methods used, and specimen data. Reports can include pictures, timelines,
sketches, maps, charts, and current findings.
Using the The Field Museum Web site, ask students to research one of the Museum’s paleontologists
and write a one-page report about his/her research including the above information.
3. Have students work in small groups to create their very own Cretaceous Period dinosaur diorama. Ask
each group to role-play a team member (Educator, Paleontologist, Designer, and Project Manager) to
help design their mini-diorama. Have each team member write his or her job description before
production begins. Each team member will be responsible for researching, gathering facts, and using
his or her own note taking to contribute to the process. Groups should be encouraged to use creativity
in constructing their diorama. Have an exhibition viewing in class and invite other classes to share and
give constructive feedback to design teams.
The Field Museum • Educator Guide: Part 1: Section III
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Section III: Visit the Cretaceous Period—The End of an Era
(continued…)
Answers to Guiding Questions
1. Billions of dinosaurs lived and died, but only a few of their remains survive as fossils. Many animals
are buried by sand, silt, or mud before their bodies decay or are eaten by scavengers. Over thousands
of years, these sediments harden into rock. If conditions are right, minerals from the rock will seep into
an animal’s bones, transforming them into fossils.
2. More often than not, fossils are preserved in a jumbled heap. Wind, water, scavengers, and pressure
from sand and soil may rearrange bones before they harden into rock. Transforming these bones into a
skeleton is like piecing together a puzzle.
3. The Bactrosaurus and nearby Tsintaosaurus could chew their food. These dinosaurs had cheeks to hold
food. Their lower jaws moved forward and backward, as well as up and down. Many dinosaurs didn’t
have these features. Today only mammals can actually chew.
4. China’s Tsintaosaurus is related to the North American Parasaurolophus. The bodies of both dinosaurs
are about the same size and shape. The Tsintaosaurus has a spike that shoots straight up from its fore
head. The Parasaurolophus has a crest that curves toward the back of its head.
The Field Museum • Educator Guide: Part 1: Section III
Page 13
Part 2: Resources
Books for Educators
• Bakker, Robert T. 1986. Dinosaur Heresies: New Theories Unlocking the Mystery of the
Dinosaurs and Their Extinction. New York, NY: Morrow
• Chatterjee, Sankar. 1997. The Rise of Birds: 225 Million Years of Evolution. Baltimore, MD: Johns
Hopkins University Press.
• Currie, Philip J. and Padian, Kevin. 1997. Encyclopedia of Dinosaurs. San Diego, CA: Academic Press.
• Dean, Dennis R. 1999. Gideon Mantell and the Discovery of Dinosaurs. New York, NY: Cambridge
University Press.
• Dingus, Lowell and Rowe, Timothy. 1998. The Mistaken Extinction: Dinosaur Evolution and the Origin
of Birds. New York, NY: W.H. Freeman.
• Dodson, Peter. 1996. The Horned Dinosaurs. Princeton, NJ: Princeton University Press.
• Farlow, James O. 1997. The Complete Dinosaur. Bloomington, IN: Indiana University Press.
• Horner, John R. 1990. Digging Dinosaurs: The Search That Unraveled the Mystery of Baby Dinosaurs.
New York, NY: Perennial Library.
• Horner, John R. 1997. Dinosaur Lives: Unearthing an Evolutionary Saga. New York, NY: Harper Collins.
• Jaffe, Mark. 2000. The Gilded Dinosaur: The Fossil War Between E.D. Cope and O.C. Marsh. New
York, NY: Crown.
• Lanzendorf, John. 2000. Dinosaur Imagery: The Science of Lost Worlds and Jurassic Art. San Diego,
CA: Academic Press.
• Norell, Mark A. 1995. Discovering Dinosaurs: in the American Museum of Natural History. New York,
NY: Knopf.
• Norell, Mark A. 2005. Unearthing the Dragon. New York, NY: Pi Press.
• Novacek, Michael. 2003. Time Traveler: In Search of Dinosaurs and Other Fossils from Montana to
Mongolia. New York, NY: Farrar Straus Giroux.
• Paul, Gregory S. 2002. Dinosaurs of the Air: The Evolution and Loss of Flight in Dinosaurs and Birds.
Baltimore, MD: Johns Hopkins University Press.
• Powell, James Lawrence. 1998. Night Comes to the Cretaceous: Comets, Craters, Controversy, and the
Last Days of the Dinosaurs. New York, NY: W.H. Freeman.
• Psihoyos, Louie. 1994. Hunting Dinosaurs. New York, NY: Random House.
• Shipman, Pat. 1998. Taking Wing: Archaeopteryx and the Evolution of Bird Flight. New York, NY:
Simon & Schuster.
• Stout, William. 1981. The New Dinosaurs. New York, NY: Bantam Books.
• Tanke, Darren H. 2001. Mesozoic Vertebrate Life. Bloomington, IN: Indiana University Press.
• Weishampel, David B. 1990. The Dinosauria. Berkeley, CA: University of California
The Field Museum • Educator Guide: Part 2: Resources
Page 14
Part 2: Resources (continued…)
Books for Students
• Barrett, Paul. 2001. National Geographic: Dinosaurs. Minnesota: Washington DC,
National Geographic Society.
• Branlley, Franklyn M. 1989. What Happened to the Dinosaurs? New York, NY, Harper Collins
Publisher.
• Crane, Peter C. 1994. Chicago’s Dinosaurs at The Field Museum. Chicago: IL, The Field Museum.
• Gibbons, Gail. 1987. Dinosaurs. New York, NY: Holiday House.
• Hart, Christopher. 2001. Kids Draw Dinosaurs. New York, NY: Watson-Guptill Publications.
• Joyce, William. 1998. Dinosaur Bob and His Adventures with the Family Lazardo. New York, NY:
Laura Geringer Books.
• Lessem, Don. 2001. All the Dirt on Dinosaurs. New York, NY: Tor Kids.
• Lessem, Don. 1999. Dinosaurs to Dodos: An Encyclopedia of Extinct Animals. New York, NY:
Scholastic Reference.
• Lessem, Don. 1996. Dinosaur Worlds: New Dinosaurs, New Discoveries. Honesdale, PA: Boyds
Mills Press.
• Lessem, Don. 2005. The Fastest Dinosaurs. Minneapolis, MN: Lerner Publications.
• Lessem, Don. 2003. Scholastic Dinosaurs A-Z: The Ultimate Dinosaur Encyclopedia. New York,
NY: Scholastic.
• Most, Bernard. 1995. If the Dinosaurs Came Back. San Diego, CA: Harcourt Brace.
• Nolan, Dennis. 1994. Dinosaur Dream. New York, NY: Aladdin Paperbacks.
• Norman, David and Milner, Angela. 2004. Eyewitness: Dinosaur. New York, NY: Dorling Kindersly.
• Norman, David. 1987. Guia de la Naturaleza: Dinosaurios y otros animales prehistóricos.
Bacelona, Espa__na: Editorial Juventud, S.A., Education, Ltd.
• Stickland, Paul. 1997. Ten Terrible Dinosaurs. New York, NY: Dutton Children’s Books.
• Wilkes, Angela. 1994. The Big Book of Dinosaurs: A First Book for Young Children. New York, NY:
Dorling Kindersly.
Harris Educational Loan Materials
• For more information visit us at www.fieldmuseum.org/harrisloan
The Field Museum • Educator Guide: Part 2: Resources
Page 15
Part 2: Resources (continued…)
Experience Boxes
Animal Tracks
Study the tracks of local animals to learn about their lifestyles. Kit includes slides and rubber stamps
of footprints. These stamps are lots of fun! Pre-K through intermediate grade levels.
Dinosaurs and Their Times: Cretaceous
Place models of various Cretaceous Era dinosaurs-Tyrannosaurus, Maiasaura, and Triceratops—in
a classroom diorama. Kit includes casts of a Tyrannosaurus tooth and claw. Especially recommended
for pre-K through first grade.
Dinosaurs and Their Times: Jurassic
Jurassic Era dinosaur models—Apatosaurus, Diplodocus, Brachiosaurus, Stegosaurus, and Allosaurus—
are placed in a classroom diorama. Kit includes casts of an Allosaurus tooth and claw, posters, and books.
Pre-K through fifth grade.
Dinosaurs and Other Prehistoric Creatures
Use fossils, fossil replicas, and timeline charts to learn about dinosaurs and other prehistoric plants and
animals. Pre-K through fifth grade.
Exhibit Cases
Great Horned Dinosaur, Triceratops
Investigate the sturdy “frill” that Triceratops used to recognize others of its kind and may have provided
protection against the dominant predator of its time, Tyrannosaurus rex. These dinosaurs of the late
Cretaceous period are theorized to have been plant eaters that organized themselves in big herds.
Audio/Visual Materials
The SUE Files: Dino Dining
Dr. Darin Croft, Field Museum geologist, and a group of junior dino detectives go behind the scenes
at The Field Museum to discover what dinosaurs ate and how scientists go about discovering clues to
dinosaur eating habits.
Allosaurus: A Walk with Dinosaurs Special. 2000. BBC Worldwide Americas,
This videotape shows how scientists were able to trace the life story of the big Allosaurus.
Teacher and Student Opportunities
Just for Teachers!
Dynamic Dinos @ The Field Museum
Get a once-in-a-lifetime look at a whole new set of dinosaurs from one of the world’s hottest spots for
dinosaur discovery and research. Explore Dinosaur Dynasty: Discoveries from China and Museum
resources, and learn more about the creatures that ruled China for 165 million years.
Earn 3 CPDUs.
Saturday, July 16, 9am–noon
$40, members $35
Space is limited! To register, call 312.665.7500 and save your spot today!
The Field Museum • Educator Guide: Part 2: Resources
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Part 2: Resources (continued…)
Teacher and Student Opportunities
Just for Students!
The Great Fossil Hunt (Grades 3-8)
Youngsters will find out what it takes to be a paleontologist! They’ll learn about the process of fossilization
as they unearth and prepare dinosaur bones for display, discovering what fossils can tell us about the past.
Download one of the Field Trip Registration Forms below to sign up for a class today either onsite
or at your school!
Family Programs
For more information visit us at www.fieldmuseum.org/CalendarSystem/Search_Type.asp?Type=FFD
Celebrate Sue’s 5th Birthday
Help us celebrate the fifth year that everyone’s favorite T. Rex has been at The Field Museum! Through
an engaging slate of gallery programs, you’ll hear about recent groundbreaking discoveries that have been
made in the field of paleontology, and see what we’ve learned about Sue. Check out a video that tells the
story of her discovery and arrival at the Museum, then talk to giant puppet versions of your favorite
dinosaurs! See a performance by Foundation Theatre Group, then touch real fossils, make dinosaur
rubbings and even masks!
Permanent Exhibition/ Performance/ Program
For All Ages
Saturday and Sunday, May 14 & 15, 2005
10am-2pm
Free with Museum admission.
Dozin' With the Dinos
Sue the T. rex is having a sleepover! Join us for a night of family workshops, tours, and performances.
Explore ancient Egypt by flashlight, prowl an African savannah with man-eating lions, and take a stroll
through the Royal Palace in Bamun, Africa. Then spread your sleeping bag amidst some of our most
popular exhibitions. The event includes an evening snack and breakfast in the morning.
Families with children ages 6-12
Friday, June 24, 2005
5:45 pm to 9 am next morning
Cost is $47, members $40
For information or to register your scouts or students for one of our Group Overnights, please call
312.665.7524. Pre-Registration Required
Field Trip Registration Forms
Download registration form for classes at the Museum at www.fieldmuseum.org/education/registration.htm
Download registration form for classes at your organization’s site at www.fieldmuseum.org/education/outreach.htm
Related Permanent Exhibitions
Sue
Sue is the largest, most complete, and best-preserved Tyrannosaurus rex ever found. Fossil hunter Sue
Hendrickson discovered Sue in 1990, near Faith, South Dakota.
The Field Museum • Educator Guide: Part 2: Resources
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Part 2: Resources (continued…)
Related Permanent Exhibitions
McDonald’s Fossil Preparation Laboratory
Watch as fossilized bones are readied for scientific study.
Tibet
Explore items relating to the religion, art and daily life of people who live at the highest inhabited
altitude on Earth.
Mammals of Asia
Watch giant pandas, Bengal tigers, a leopard and many other Asian mammals in lifelike habitat settings.
Earth Sciences
Uncover the basics about rocks, minerals, and other earthly structures-even one that dropped in from
outer space!
Hall of Jades
Relax in this peaceful space as you marvel at the wonders human hands can create from these tough
gemstones.
On-line Interactive Resources
www.fieldmuseum.org/education/online_learn.htm
expeditions@fieldmuseum
Get first-hand reports of our scientists’ latest fascinating research finds. Get email reports from the field
with photographs, interactive maps, and more.
The Moving Earth
The plates of Earth's crust are always on the move. Discover how and why—and what happens when
they collide.
Women in Science
The Women in Science Web site was created to help increase awareness of careers in science, to foster
understanding of the real people who practice science, and to encourage young people to pursue individual
areas of interest.
On-Line Exhibits
www.fieldmuseum.org/exhibits/online_exhib.htm
SUE @ The Field Museum
www.fieldmuseum.org/sue/default.htm
www.fieldmuseum.org/exhibits/exhibit_sites/sue/default.htmlwww.fieldmuseum.org/thesuefiles/interactive/interactive.html
Dino Zone @ The Field Museum
www.fieldmuseum.org/dinozone/
Geology Department
www.fieldmuseum.org/research_collections/geology/research.htm
The Field Museum • Educator Guide: Part 2: Resources
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Part 2: Resources (continued…)
Additional Web site Resources
www.dinodon.com
If you are looking for dinosaur videos, dinosaur books, dinosaur activities, dinosaur resources, even a
dinosaur dictionary —you've come to the right place.
www.amonline.net.au/chinese_dinosaurs/
Chinese Dinosaurs tells the story of some amazing fossils. How did modern birds evolve from small-feath
ered dinosaurs about 140 million years ago?
www.ur.ku.edu/News/01N/MarNews/Mar8/dinofuzz.html
All around the body of the Sinornithosaurus is a detached ring of stringy, black feathery material that
scientists have aptly termed "dinofuzz." Prum is so convinced that the dinofuzz in this fossil is one of the
earliest and best examples of feathers on a dinosaur that he lent his bird expertise to a paper he coauthored with the two Chinese paleontologists who discovered the fossil.
internt.nhm.ac.uk/jdsml/dino/
This is a guide to 129 of the most well described dinosaurs, including over 600 images.
www.geocities.com/CapeCanaveral/Galaxy/8152/
“Where dinosaurs come to life!”
www.prehistoricplanet.com/
PrehistoricPlanet.com are scientists with a deep desire to share the world of natural history.
www.royalbcmuseum.bc.ca/
Learn about how fossilized Woolly Mammoth tusks and teeth are striking evidence that these elephants
roamed through British Columbia towards the end of the last ice age.
www.amnh.org/exhibitions/dinosaurs/?src=h_h
Landmark exhibition reveals how latest technology is shedding new light on dinosaur traits and behavior.
www.projectexploration.org/
Project Exploration is the living classroom that involves the public and students, especially city kids and
girls, in scientific discovery.
Calling all junior paleontologists: Join the Sue Discovery Dig
May 27-September 5, 2005
Join a spectacular dinosaur expedition—and help unearth a full-size replica of our famous T. rex, Sue!
Under a big outdoor tent on the Museum's southeast terrace, this 5,900-square-foot, activity-based dinosaur
dig has something for every family with children ages 4-15. Junior paleontologists can pick up their field
tools and get to work uncovering Sue's buried bones, then head to the fossil preparation lab to finish the
job, unpacking and cleaning a variety of T. rex bones. Our dinosaur team will be on hand to help kids
identify fossils, examine their finds, and record their observations.
Enjoy our new terrace
The Sue Discovery Dig inaugurates the Field’s new southeast terrace. The terrace, which was closed for
construction for several years, has reopened as an exciting new venue for outdoor Museum activities and
family summer fun. With new landscaping and views of Lake Michigan, easy access to two Museum
entrances, and a multitude of dig activities—the southeast terrace is the place to be this summer! .
The Field Museum • Educator Guide: Part 2: Resources
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Part 3: Fun Facts
• A new dinosaur is discovered around every four weeks, and nearly half of all known
dinosaurs have been discovered during the past twenty years.
• Birds, the closest living relatives of dinosaurs today, have existed and evolved over the past 150
million years.
• The earliest known references to dinosaurs can be found in Chinese medical texts, many of them
thousands of years old.
• The ancient Chinese believed that ground up dinosaur bones and teeth (which they believed came from
dragons) could be used to treat a wide variety of illnesses including fever, dysentery, convulsions, ulcers,
and paralysis.
• Some scholars believe that ancient Greek historian Herodotus was referring to fossilized dinosaur
skeletons and eggs when he described griffins (mythical beasts which are part eagle and part lion)
guarding their nests in central Asia.
• The earliest “contemporary” discovery of a dinosaur fossil was the knee end of a Megalosaurus
thighbone found in 1676 in Oxfordshire, England by a chemist named Robert Plot.
• The smallest known dinosaur, the Compsognathus, is about the size of a chicken.
• The longest known dinosaur, the Seismosaurus, could grow up to around 140 feet long (about half the
size of a football field) and may have weighed in between eighty and one hundred tons.
• The word “fossil” is taken from the Latin word “to dig,” and was originally applied to any artifact
or bone that was dug out of the ground. Gradually, the word came to mean the preserved remains
of a plant or animal.
What Makes a Dinosaur?
Not every large, extinct animal is a dinosaur. Three characteristics distinguish dinosaurs from other
extinct animals:
• Dinosaurs lived on land. Flying reptiles such as pterosaurs, and giant swimming reptiles such as
ichthyosaurs, plesiosaurs, and mosasaurs may be very cool—but they’re not dinosaurs.
• Dinosaurs lived during the Mesozoic Era, between 230 and 65 million years ago. Earlier animals like
the sail-backed Dimetrodon, and later ones like the woolly mammoth may be extinct—but they’re
not dinosaurs.
• Dinosaur legs came straight down from the body. Reptiles whose legs go out to the side, like crocodiles
and komodo dragons, may be ancient and exotic—but (all together now) they’re not dinosaurs.
The Field Museum • Educator Guide: Part 3: Fun Facts
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Part 3: Fun Facts (continued…)
Did You Have a Dino for Dinner?
Though most dinosaurs are extinct, some live on. Today’s dinosaurs are birds! From the
chicken on your table to the robin in your tree, modern birds are direct descendants of meat-eating
dinosaurs. But there are a lot of myths flying around about birds and dinosaurs.
Let’s dispel a few:
Myth:
All flying vertebrates are birds.
Truth:
The flying reptiles known as pterosaurs—the first vertebrates to fly—were neither
dinosaurs nor birds; instead of feathers they had a fine, fur-like covering. Today
there are furry mammals that have evolved the ability to fly: bats!
Myth:
Birds are descended from pterosaurs.
Truth:
Birds are descended from theropod (meat-eating) dinosaurs.
Myth:
If it had feathers, it must have been able to fly.
Truth:
Newly discovered dinosaur fossils show that some non-flying theropods—possibly
including Tyrannosaurus—had feathers, probably for insulation.
The Divas of Dinosaur Dynasty
Who takes the prize among the exhibition crowd? There are plenty of medals to go around.
• The largest: Mamenchisaurus. While the teenager in the exhibition is “just” 27 feet long, a full-grown
adult could reach 70 feet (22 meters) with its extraordinary neck stretched out.
• The best protected: Toujiangosaurus, with rows of scary-looking plates along its back and a spiked tail, it
could whip into the underbelly of a predator.
• The smallest: Psittacosaurus. The young specimen in the exhibition is about the size of a cat. A fullgrown adult would be about the size of a sheep.
• The first with feathers: Sinosauropteryx, though its primitive feathers weren’t made for flying.
East vs. West: How the Dinosaurs Compare
Many of the Chinese dinosaurs in Dinosaur Dynasty are closely related to more familiar Western
species. But different environments and the process of evolution gave them some different features.
For example:
• Mamenchisaurus (China) had 19 neck bones—more than any other known dinosaur, including its
western cousin and close look-alike, Diplodocus. Mamenchisaurus also had a blunter snout and sturdier,
more spoon-shaped teeth than the pencil-like teeth of Diplodocus, suggesting a diet of different plants.
• Tuojiangosaurus (China) looked a lot like the more familiar Stegosaurus, but the plates along its back
were narrower, taller, and spikier than those of Stegosaurus, and its two rows of plates were arranged
symmetrically, while in Stegosaurus they alternate.
The Field Museum • Educator Guide: Part 3: Fun FActs
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Part 3: Fun Facts (continued…)
• The duck-billed dinos Tsintaosaurus (China) and Parasaurolophus (North America) were
similar in size and many details. But where the horn on Parasaurolophus curved back over its
head, the one on Tsintaosaurus pointed up and forward.
• Protoceratops (China), a smaller, earlier relative of Triceratops (North America), had a similar bony frill
and parrot-like beak, but instead of three horns on its face it had only low bumps of bone on its nose
and cheeks.
• The 20-foot-long meat-eater Szechuanosaurus (China) had a North American cousin, Allosaurus that
could grow to more than twice the Chinese dino’s size.
• Crested dinosaurs known as Dilophosaurus have been found in both North America and China. But are
these geographically diverse fossils really the same species? Scientists aren’t sure. While they have the
same paired-crests running along their skulls, the number and shape of their teeth are different, as are the
holes in their skulls that anchored muscles and glands.
Master the Mesozoic – A Pop Quiz
Q:
In a fight between Stegosaurus and Tyrannosaurus rex, who wins?
A:
Neither. Stegosaurus lived at the end of the Jurassic period, T. rex at the end of the Cretaceous
—80 million years later. There is more time between these two dinosaurs than there is between
T. rex and us.
Q:
Which dinosaur in Jurassic Park didn’t live during the Jurassic period?
A:
Almost all of them. Only the Brachiosaurus and Dilophosaurus were from the Jurassic; the others
were from the Cretaceous.
Q:
Why would you be unlikely to encounter a Toujiangosaurus grazing on grass?
A:
Because grasses didn’t evolve until dinosaurs had become extinct. Most dinosaurs never saw a
flower or an oak tree, either, since flowering plants and broad-leafed trees only appeared later in
the Cretaceous period.
Q:
What brought the Mesozoic era—and the Dynasty of the Dinosaurs—to an end?
A:
Most scientists now believe that a large extraterrestrial object—possibly an asteroid—struck the
Earth and drastically altered the climate. The planet’s interconnected ecological systems were
disrupted and billions of creatures perished. But others lived, and the Earth was repopulated with
creatures old (roaches, coelacanths) and new (cats, kangaroos, humans).
The Field Museum • Educator Guide: Part 3: Fun FActs
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Part 4 : Walking Map of Exhibition
Discoveries from China
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The Field Museum • Educator Guide: Part 4: Walking Map of Exhibition
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