Aqua-saurs

Aqua-saurs;
A Closer Look at Marine Reptiles
An Educator’s Guide to the Program
GRADES: K-5
Program Description: This program explores the life of extinct and present day
marine reptiles known as aqua-saurs. Students will learn that extinct marine
reptiles shared many of the same characteristics as modern reptiles. Upon
examining geological time, students will get a better understanding of when
different animal groups emerged on Earth. Students will learn about fossils and
how paleontologists use these ancient clues to piece together information about
extinct organisms like their size and age. Students will learn about living fossils and
Jurassic fish, which they will be able to identify at the Oklahoma Aquarium and
the Earth around them.
*Before your class visits the Oklahoma Aquarium*
This guide contains information and activities for you to use both before and after
your visit to the Oklahoma Aquarium. You may want to read stories about
dinosaurs to students, present information in class, or utilize some of the activities
from this booklet.
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Table of Contents
Aqua-saurs abstract
Educator information
Vocabulary
Internet resources and books
PASS/OK Science standards
Accompanying Activities
Dinosaur Activities (2-5)
Kid Scoop Activities (K-2)
Dinosaur Eggs (K-3)
Dinosaur Map (3-5)
Dinosaur Hunters (3-5)
Pangaea (3-5)
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4
5
7
8
10
11
14
17
19
20
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Aqua-saurs; A Closer Look at Marine Reptiles: ABSTRACT
Different groups of animals have emerged on the Earth at various times, while
some become extinct others have virtually remained unchanged for millions of
years, like the present marine reptiles. Animals like the saltwater crocodile are very
similar to the extinct marine crocodile known as deinosuchus. Animals can become
extinct due to natural causes such as the dinosaurs, while most species today
become extinct due to human pressure. The Earth’s topography has gone through
many changes over time changing from one big land mass known as Pangaea to
the separate continents we are now familiar with. Modern reptiles share the same
characteristics with their extinct counter parts including: scaly skin, air breathing,
vertebrate, cold-blooded and laying eggs on land. Fossils are created over millions
of years; however the process of fossilization is very rare. Fossilization requires a
dead organism to be covered very rapidly with soft sediment such as mud before
decomposition begins. Animals that were found in the ancient seas were
commonly fossilized because they were in close proximity to the muddy bottoms
of the sea. Fossils are created a number of ways however the hard parts of an
organism are more likely to become fossils. The bone of a Triceratops lasts much
longer than soft parts such as the skin. There were four groups of Aqua-saurs:
plesiosaurs, pliosaurs, mosasaurs and icthyosaurs. Some aquasaurs were rather
small like the mixosasaur which only grew to 3ft, unlike the shonisaurus which
grew to 50ft in length. Like the marine reptiles of today, most of the aqua-saurs
could travel from the water to land, however, scientists believe they adapted to
an aquatic life due to the abundance of food that could be found in the sea. Most
aqua-saurs were believed to lay eggs like modern reptiles; however scientists think
that icthyosaurs gave live birth. Reptiles giving live birth is still a modern
occurrence with reptiles such as boa constrictors, and some skinks. Man has
incorporated fossils in their customs and beliefs for 10,000 years, however the
serious study of fossils only began a mere 300 years ago. With all new scientific
studies come misconceptions, for instance fossilized sharks teeth were known as
tongue stones. Tongue stones were believed to grow inside rocks. The internal
shells of belemnites, which are extinct squid like creatures, were thought to be
thunderbolts that came down during storms. There is much to be learned about
fossils and the organisms that became extinct million of years ago; luckily there are
many people interested in learning all they can about our Earth’s history.
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Aqua-saurs; A Closer look At Marine Reptiles
Educator Information
*Fossils can include tracks left behind by extinct organisms.
*The name for fossils left behind by organisms such as trails, tracks, borings and
burrows are known as trace fossils.
*Footprints left behind can help determine how fast an animal traveled.
* During fossilization, organic materials are replaced completely by minerals.
* Even dung from extinct sharks has been found.
* Since fossilization is such a rare occurrence, many animals will never be found.
* As rocks are folded and uplifted over time from the movement of tectonic
plates, fossils are exposed.
* Caves have dry sterile air that allows mummification to occur.
* When an animal that was once preserved by snow and ice thaws, it will begin
decomposing.
*Organisms found in amber are known as inclusions.
*The first fossils with hard parts appeared 550 million years ago.
*The largest extinction event was the Permian extinction.
*Hard hats, gloves and goggles are essential gear for paleontologists.
*Fossils are protected by a plaster jacket before they are removed from
stone.
*Natural acids like vinegar are use to dissolve hard materials that are not part of
the fossil.
* An extinct whale-like animal known as the basilosaurus reached 53ft in length.
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VOCABULARY:
Amber- fossilized tree resin which oozed from extinct trees
Ammonite- extinct group of cephalopods that looks very similar to the
modern nautilus which is also a cephalopod
Arachnids- a group of arthropods which include species like spiders,
scorpions, ticks and mites
Arthropod- a group of animals with jointed legs that possess an exoskeleton,
arthropods include species like insects, crustaceans and arachnids
Belemnite- an extinct species of cephalopod that looks very similar to
modern squid which is also a cephalopod
Cast- a space filled by sediment like minerals is known as a cast, the cast looks
just like the mold
Cephalopod- a class of invertebrates that includes species such as squid,
octopi, nautilus and cuttlefish
Crustacean- a class of arthropods that possess a hard exoskeleton which
includes species such as crabs, lobster and shrimp
Extinct- a species that no longer exist either due to natural causes or the
pressure placed on them by mankind
Exoskeleton- a hard outer shell that provides support to invertebrate animals
Fossil- the remains of an extinct organism that is formed over thousands of
years; fossil literally means “having been dug up”
Fossilization- A rare process into which an animal is turned into a fossil
through the quick burial of an organism before decomposition occurs
Inclusion- an organism such as an insect or plant preserved in amber
Invertebrate- an organism which lacks a backbone
Mold- a hollow space left behind after an organism has decomposed
Reptile- a vertebrate animal which is air breathing, cold-blooded, lays its eggs
on land and has scaly skin; reptiles include species such as snakes, lizards and
turtles
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Cold-blooded- lacking the ability to self thermo regulate, cold-blooded
animals rely on their surroundings to heat and cool their bodies
Jurassic fish- Fish which possess primitive characteristics such as air breathing,
and ganoid scales. Jurassic fish have changed very little if any over geological
time
Kronos- a mythic giant that was the father of all the other Greek gods
Mya- abbreviation for million years ago
Paleontologist- a scientist who searches for fossils and pieces them together
to learn about their history such as how they looked and how old they are
Streamlined- a body that is contoured to have the least resistance to flow in
fluid or air
Swim bladder- a gas filled organ found in most fish that is like an air balloon
allowing them to stay afloat in water
Ganoid scales- diamond shaped, hard, shiny scales that can be found in
Jurassic fish like gar, and arapaima
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RESOURCES:
Internet Resources:
www.nationalgeographickids.com
http://education.nationalgeographic.com/education/activity/fossilimpressions/
www.scholastic.com
www.teachervision.com
BOOKS and REFERENCES:
Walker, Cyril and Ward, David (2000) Smithsonian Handbooks Fossils.
Covent Garden Books
Gray, Susan H. (2005) Exploring Dinosaurs & Prehistoric Creatures
Ichthyosaurs. The Child’s World
Zimmerman, Howard (2001) Beyond the Dinosaurs!. Antheneum
Books for Young Readers
Taylor, Dr. Paul D. (2004) Eyewitness Books Fossil. Dk Publishing, Inc.
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PASS STANDARDS MET:
All education programs and their accompanying materials at the Oklahoma
Aquarium will meet several Oklahoma PASS objectives in various disciplines.
The following list is not all inclusive.
SCIENCE
Science Processes and Inquiry
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(grade
(grade
(grade
(grade
(grade
(grade
(grade
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Physical Science
(grade K)
Standard 1- Physical Science
(grade 1)
Standard 1- Properties of objects & Materials
(grade 2)
Standard 1- Properties & Interactions of
Objects & Materials
(grade 3)
Standard 1- Properties of Objects & Materials
(grade 4)
Standard 1- Position and Motion of Objects
(grade 4)
Standard 2- Energy
(grade 5)
Standard 1- Properties of Matter and Energy
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Life Science
(grade K)
(grade 1)
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(grade 2)
(grade 3)
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(grade 4)
(grade 5)
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Earth/Space
(grade K)
(grade 1)
(grade 2)
(grade 3)
(grade 4)
(grade 5)
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K)
1-5)
1-5)
1-3)
4-5)
1-5)
4-5)
Process Standard 1- Science processes and Inquiry
Process Standard 1- Observe and Measure
Process Standard 2- Classify
Process Standard 3- Experiment and Inquiry
Process Standard 3- Experiment
Process Standard 4- Interpret and Communicate
Process Standard 5- Inquiry
Standard 2- Life Science
Standard 2- Characteristics and Basic Needs
Of Organisms
Standard 2- Life Cycles and Organisms
Standard 2- Characteristics and Basic Needs of
Organisms and Environments
Standard 3- Characteristics of Organisms
Standard 2- Organisms and Environments
Science
Standard 3- Earth Science
Standard 3- Changes of Earth and Sky
Standard 3- Properties and Changes of Earth and Sky
Standard 3- Properties of Earth Materials
Standard 4- Properties of Earth and Moon
Standard 3- Structure of Earth and the Solar System
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PASS STANDARDS MET:
K-5
K-LS1-1
1-LS1-1
2-LS4-1
2-ESS1-1
3-LS1-1
3-LS2-1
3-LS3-1
3-LS4-1
3-LS4-2
3-LS4-3
3-LS4-4
4-LS1-1
4-ESS1-1
5-LS2-2
5-ESS2-2
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Dinosaur Activities!
MAKE A FOSSIL
Have your students create their own "fossils." Ask your pupils to bring some things to
fossilize from home, such as leaves, twigs, chicken bones, nut shells, etc. You will also
need to collect clean margarine or cottage cheese containers.
The first step is to mix enough water with classroom clay to make a "clay slip" (clay that is
easily spread). Place about one inch of the slip into the bottom of each container and
smooth with a spatula. Now, have the students press the object they are going to fossilize
into the clay and then carefully remove it. This will leave an imprint. Let these imprints dry for
two or three days.
Real paleontologists often make casts of fossils. Your students can do the same. Spray each
imprint with non-stick cooking spray. Spread a thick layer of fresh plaster of Paris over
the imprint. When the plaster dries, the students can carefully lift it from the imprint. The
plaster mold will show the positive relief of the object they have fossilized.
SIDEWALK FOSSILS
It might not be as rare as you think to find a fossil right outside the classroom door. Small
leaves or twigs imprinted into fresh cement or asphalt create "sidewalk fossils!"
Before beginning your fossil hunt, check out the area first to ensure the presence of "fossil"
imprints. Explain to your students the definition of a fossil. Take your students on a school yard hunt
for fossils. When a fossil is found, have students make a rubbing of the imprint with
crayons and paper.
DINOSAUR TASKS
Have your students try some of these dinosaur tasks. Have them research the information
in the school library.
 Make a list of eight different dinosaurs. Tell whether they were meat-eaters or
plant-eaters. Make a comparative line graph to show which were the smallest and which were the
largest.
 Paleontologists are scientists that study fossils. Find out how paleontologists know
where to look for fossils. What special tools do they use? How do they prepare and protect
the fossils they find? What do they then do with the fossils?
 Why are the dinosaurs extinct? What could have caused them to die out? Write
down the three most recognized scientific theories.
 On a world map, mark or label the places where dinosaur bones have been found.
Is there a pattern? Is there an area where dinosaur fossils have not been found? Where have
most been found? Can you think of a reason why?
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Independent Activity Pages for Reading Kids Can't Resist © Vicki Whiting, Scholastic Teaching Resources
Answers
Dinosaur Days
D inosaurs may be extinct, but children’s fascination with these
incredible creatures is very much alive! Paleontologists have
made discoveries about dinosaurs by
studying fossils of their skeletons, tracks, and eggs. In this theme,
children will have fun learning about dinosaurs—and making
discoveries of their own.
Dino Eggs
Children may be surprised to learn that
dinosaurs hatched from eggs, just like birds!
Children can hatch some dinosaur eggs of
their own.
1. Mix one cup flour with one cup water.
Add four cups boiling water. Simmer for
three minutes, then cool.
2. Have children tear newspaper strips about
one inch wide.
3. Blow up a balloon for each child and tape
a small plastic dinosaur onto its surface.
4. Have children dip the paper in the flour mixture and wrap around the
balloon. Let dry overnight then repeat the next day. Hanging the knotted
part of the balloon on a clothesline (with a clothespin) works well.
5. Have children paint their eggs. Let dry. Help the baby dinosaur
“hatch” by poking a hole (large enough for the dinosaur to fit through)
with a pencil and popping the balloon.
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(To the tune of
“I’m a Little Tea Pot”)
I’m a Diplodocus,
Eating evergreens.
I’m long and I’m tall,
But I’m not really mean.
I only use my whiptail
When I have to fight,
If I see a meat eater
Coming into sight!
I’m an Allosaurus,
Strong and stout.
Here are my teeth,
Here is my snout.
When I’m really hungry,
Hear me shout:
“I’ll eat you up
If you don’t watch out!”
—Annie Stiefel
& Jean Stiefel
Dino Facts
Ask children to speculate about dinosaurs. Then do research in
library books to check children’s understanding.

What do you think happened
to all the dinosaurs?
How big were the biggest
dinosaurs?
 How small were the smallest
dinosaurs?

Could some dinosaurs fly?
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What does extinct mean?
What is a fossil?
What is a paleontologist?
What colors were the
dinosaurs?
 What kinds of sounds did
they make?
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Month-by-Month Preschool Almanac © Annie Stiefel, Scholastic Teaching Resources
Here are some great reads for
junior paleontologists!
The Big Book of Dinosaurs: A First
Book for Young Children by Angela
Wilkes (DK, 1994)
Bones, Bones, Dinosaur Bones by
Byron Barton (Crowell, 1990)
Danny and the Dinosaur by Syd Hoff
(HarperCollins, 1993)
Digging Up Dinosaurs by Aliki
(HarperCollins, 1988)
Dinosaur Cousins? by Bernard Most
(Harcourt, 1987)
Dinosaur Roar! by Paul & Henrietta
Strickland (Puffin, 2002)
How Big Were the Dinosaurs? by
Bernard Most (Harcourt, 1994)
How Do Dinosaurs Say Goodnight? by
Jane Yolen (Scholastic, 2000)
If the Dinosaurs Came Back by
Bernard Most (Harcourt, 1991)
My Visit to the Dinosaurs by Aliki
(Crowell, 1985)
Saturday Night at the Dinosaur Stomp
by Carol Diggory Shields
(Candlewick, 2002)
Teacher’s Page
Dinosaurs on the Map
▲▲▲▲▲▲▲
Learning Objective
Students learn to read standard map grids
What You’ll Need
 Dinosaurs on the Map
reproducible, page 27
DIRECTIONS
1.
Distribute the Dinosaurs on the Map reproducible to
students. Explain that they will be using map grids to locate
dinosaur fossils discovered in the United States.
2. Review mapping with students and explain that the letter-number combination is used to provide directions. Be sure they
remember the difference between a column and a row.
3.
Instruct students to look at the map while you give an
example of how to find locations using the coordinates. Show
how students they can use the “drag the finger” method to
locate the square where the row and column indicated by the
coordinate intersect.
4. Give students a few minutes to familiarize themselves with the
map. Then they can use the map index at the bottom of the page
to answer the questions.
Date______________________
Dinosaurs on the Map
This map is out of Dino-sight! Use the map index at the bottom of the page and the coordinates
here to locate the remains of some big bones discovered in the United States. To find a fossil discovery location using these letter and number coordinates, first find the row that the letter represents. Then find the column that the number represents. When you find the square where that row
and column intersect, write down the name of the fossil found there.
D ig It ?
1
A
B
C
D
E
F
2
3
Washingto
n
4
5
6
7
8
9
10 11
Montana
North
Minnesot
New Hampshire
Dakota
a
Vermont
South
Idaho
Wisconsin
Orego
Maine
Dakota
Wyomin
NewYork
n
Nebrask Iowa
Massachusetts
g
Michigan Pennsylvania
Rhode
Colorad a
Nevad
Island
Ill
nois
Kansa
Ohio
Connecticut
o
Indiana
a
Utah
New Jersey
s
Kentucky West
Missouri
Tennessee VirginiaDelaware
Maryland
Californi
Oklahoma
Virginia
Arkansas Alabama Carolina
a
Georgia
TexasMississippi
Louisia
na
Florid
a
M A P I N D EX
Apatosaurus . . . . . . . . . . . . . . . . C-3
Astrodon . . . . . . . . . . . . . . . . . . . C 9
Brachiosaurus . . . . . . . . . . . . . . . C 4
Hadrosaurus . . . . . . . . . . . . . . . . C-10
Lophorhothon. . . . . . . . . . . . . . . E-8
Stegosaurus . . . . . . . . . . . . . . . . . D-6
T enontosaurus. . . . . . . . . . . . . . . E-5
Triceratops. . . . . . . . . . . . . . . . . . B-5
Ty rannosaurus . . . . . . . . . . . . . . . A-4
ScholasticProfessionalBooks•
2 0 01
GreatGraphs,Charts&TablesThatBuildRealLifeMathSkils
27
 pencil
▼▼▼▼▼▼▼
EXTENSION ACTIVITIES
ANSWERS
Completed map should look like this:
Dinosaurs are a favorite with kids. This activity
provides ample opportunity for crossover teaching
1
A
2
3
4
5
TYRANNOSAURUS
Washington
6
7
Oregon
Iowa
Pennsylvania
Illinois
Colorado
Nevada
California
Indiana
Kansas
B
R
Arizona
A
C
H
STEGOSAURUS
I O S A
New Mexico
E
Oklahoma
Texas
Ohio
Kentucky
U
R
U
Arkansas
A
Virginia
S
T
TEN ON TO SAU RU S
O
S
TennesseeNorth
Carolina
South
Alabama
Carolina
Mississippi
Georgia
Louisiana
F
R
LOP HO RH OTH O N
Florida
do a little archaeology research on the World
Massachusetts
Rhode Island
Connecticut
Wide Web or in the library, and find the location
New Jersey
Delaware
Maryland
West
Virginia
Missouri
Maine
NewYork
Michigan
Nebraska
Utah
D
H AD RO SA U RU S
D
O
in science. Have students write reports on the
dinosaurs they’ve located on the map. Students can
New Hampshire
Vermont
Wisconsin
TRICERATOPS
Wyoming
A PATO SAU RU S
C
10 11
Minnesota
Montana
Idaho
9
North Dakota
South Dakota
B
8
N
of even more dinosaur fossil discoveries to map on
their own or as a group. This also can be done
with fossils or other archaeological discoveries in
different parts of the world for a more challenging
and culturally stimulating mapping exercise. If a
nearby museum has any dinosaur fossils on display, there is likely a map there. A field trip could
be mathematically and scientifically beneficial.
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
Dinosaurs on the Map
This map is out of dino-sight! Use the map index at the bottom of the page and the coordinates
here to locate the remains of some big bones discovered in the United States. To find a fossil discovery location using these letter and number coordinates, first find the row that the letter represents.
Then find the column that the number represents. When you find the square where that row and
column intersect, write down the name of the fossil found there.
Dig It?
1
A
2
3
4
5
6
7
8
9
10 11
North Dakota
Washington
Montana
Minnesota
New Hampshire
B
Oregon
Idaho
V e r m o n t
Wisconsin
South Dakota
Wyoming
NewYork
Iowa
Massachusetts
Michigan
Nebraska
C
Pennsylvania
Colorado
Nevada
Illinois
Rhode Island
Connecticut
Ohio
Indiana
Kansas
New Jersey
West
Delaware
Missouri
Utah
Virginia
California
Kentucky
D
North Carolina
Arkansas
New Mexico
Arizona
E
Maryland
Virginia
Tennessee
Oklahoma
Alabama
South
Carolina
Georgia
Texas
Mississippi
Louisiana
F
M a i n e
Florida
MAP INDEX
Apatosaurus . . . . . . . . . . . . . . . . C-3
Astrodon . . . . . . . . . . . . . . . . . . . C-9
Brachiosaurus . . . . . . . . . . . . . . . C-4
Hadrosaurus . . . . . . . . . . . . . . . . C-10
Lophorhothon. . . . . . . . . . . . . . . E-8
Stegosaurus. . . . . . . . . . . . . . . . . D-6
Tenontosaurus. . . . . . . . . . . . . . . E-5
Triceratops. . . . . . . . . . . . . . . . . . B-5
Independent Activity Pages for Reading Kids Can't Resist © Vicki Whiting, Scholastic Teaching Resources
Name
Date
Tyrannosaurus . . . . . . . . . . . . . . . A-4
Dinosaur Hunters
When a dinosaur fossil is discovered many expert people are involved in the tedious
process of extracting the fossil bones from stone and reassembling them to make a
complete skeleton. One of the most important people is a scientist called a paleontologist.
A paleontologist is a person who studies the fossils of prehistoric animals and plants.
These scientists play a major role in unraveling the mystery of dinosaurs and other
prehistoric creatures.
Activity I
Experience the tedious process of removing a perfect fossil from stone by “digging for
dinosaur bones.”
Materials:
 toothpicks
 chocolate chip
cookies
Procedure:
Use a toothpick to separate chocolate chips from a cookie without breaking the cookie.
Activity II
Experience the difficult process of finding and correctly reassembling dinosaur
bones, using the following activity.
Materials:
 bones from several whole chickens
 clay
Procedure:
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Remove all of the meat from chicken bones by boiling the bones until they are clean and
clear of any remaining meat. Allow them to dry for several days.
Bury the bones in sand that the students can dig through.
Have them reassemble the bones they find using clay as cement.
21
Pangaea
Two hundred and forty-five million years ago the land on the earth was all joined
together in one big mass or continent. This continent was called Pangaea (pan-JEE-uh).
Scientists have found no fossils to show that there were any forms of animal life on Earth
during this time. Scientists believe that Pangaea began to break up and drift apart during
the late Triassic Time Period just as dinosaurs were increasing in numbers. As the land
was separated by the sea into the two large continents of Laurasia (lor-AYshah) and
Gondwanaland (gond-WAFT-nuh-land), the dinosaurs were scattered over both
continents. Many kinds of dinosaurs developed and they ruled the entire Earth. Over
millions of years the land drifted further apart, little by little, until the Earth looked as it
does now. The dinosaurs had all died by the time the continents were positioned as we
know them today.
Figure 1
Figure 2
Figure 3
The way the Earth probably
looked during the early part of
the Triassic Period when it was
one large land mass.
The way the Earth probably
looked at the end of the Triassic
Period when the continent of
Pangaea had drifted into two
large land masses called
Laurasia and Gondwanaland.
By the end of the Mesozoic
Era, when all the dinosaurs
disappeared, the Earth probably
looked much as it does today.
Pangaea Pastry
To demonstrate the break-up of Pangaea into the continents, use the recipe to make pastry in the shape of the super continent, Pangaea.
Materials: 1 roll refrigerated sugar cookie dough, pastry roller, non-stick vegetable spray, pizza pan, toaster oven (optional: green and blue
sprinkles)
Directions: Roll out the premixed cookie dough into the shape of a circle with the pastry roller. Spray the bottom of the pizza pan with
non-stick vegetable spray. Spread the cookie dough in the pan so that it touches the sides of the pan and makes a circle. Use the
pictures above to divide Pangaea Pastry until it looks like Figure 1. Bake in toaster oven for the recommended time on cookie
package. Decorate the land with green sprinkles and the water with blue sprinkles. Note: Divide cookies into smaller pans for cooking
if necessary.