Explore - Queensland Museum/media/Documents/QMSB/Events and E… · Maiasaura, Apatosaurus,...
Transcript of Explore - Queensland Museum/media/Documents/QMSB/Events and E… · Maiasaura, Apatosaurus,...
Explore‐a‐saurus, a touring exhibition from Scienceworks, Museum Victoria
http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐saurus/Learning+resources
Explore-a-saurus Teacher notes
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Explore‐a‐saurus A touring exhibition from Scienceworks, Museum Victoria
Education Kit
Teacher notes
This education kit contains materials developed by Scienceworks, Museum Victoria. http://museumvictoria.com.au/scienceworks/education. This version was modified for Queensland Museum Explore-a-saurus audiences by Queensland Museum Learning Services, November 2012. © Museum Victoria, 2011. Teachers may photocopy the contents of this kit for educational purposes.
Contents
Preparation .............................................................................................................................................4
Explore‐a‐saurus exhibition components ...............................................................................................5
Exhibition information panel text .........................................................................................................12
Australian curriculum............................................................................................................................15
Learning Resources ...............................................................................................................................16
Exhibition Learning Tasks......................................................................................................................16
Classroom Projects................................................................................................................................18
Classroom Activities ..............................................................................................................................20
Additional Resources ............................................................................................................................23
Glossary.................................................................................................................................................26
Dinosaur names ....................................................................................................................................27
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Explore-a-saurus Teacher notes
Preparation What to do before you visit Explore-a-saurus 1. Please check your visit itinerary letter to ensure that the details for your excursion are correct.
2. Read the guidelines about Planning your school and group visit for general hints on familiarising
your students with the Museum, organising groups, learning in a Museum context and follow up
investigation.
If there is a problem with your booking, please call Group Bookings on 07 3840 7608
(8:15am – 3:30pm).
3. Familiarise yourself with the contents of the exhibition. The section ‘Explore‐a‐saurus exhibition
description’ describes the content and concepts of each of the exhibits. Use this to focus your
students’ investigations to the themes and displays that are specific to your area of interest.
4. Take some time in class to discuss your excursion to the Queensland Museum and assess student
knowledge and understanding of the relevant topics.
Research has shown that setting objectives for a museum visit is extremely important for students. It
makes the purpose of the visit clear to them and assists their ability to focus and cooperate during
the visit. Creating interest in the subject is vital to a successful and enjoyable visit to Queensland
Museum & Sciencentre.
What to do during a visit to Explore-a-saurus
A number of resources are provided in this document to support student learning within the exhibition and also in the classroom. These can be modified to match the learning focus and needs of your group.
During their visit, students can explore the activities in each exhibit. Further activities (page 21) can be used in the classroom to create discussion and review, reinforce or extend the ideas introduced in the exhibits.
Students can record evidence of learning during their visit. This could be in written form, or as audio or video records of their learning.
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Explore-a-saurus Teacher notes
Explore‐a‐saurus exhibition components
Might of a T. rex bite
Dinosaur hide and seek
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Explore-a-saurus Teacher notes
Ancient plants
Paintasaurus Research has provided us with some clues concerning
the colouration of dinosaurs. This exhibit will explain
how these conclusions were reached and enable
visitors to colour in various dinosaurs throughout
different environments.
Insects trapped in time
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Explore-a-saurus Teacher notes
Toneasaurus
How did dinosaurs see?
Munch‐a‐saurus
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Dinosaur eggs?
Trackasaurus
Note: While some palaeontologists think the large footprints belong to a plant‐eating dinosaur, similar to Muttaburrasaurus, Queensland Museum palaeontologist, Dr. Scott Hocknull, is currently undertaking research on the Lark Quarry trackways and thinks the most likely footprint maker was Australovenator. There are many more discoveries at Lark Quarry that are yet to be confirmed.
Parasaurolophus skull Triceratops horns
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Explore-a-saurus Teacher notes
Why did dinosaurs become extinct?
Speedosaurus
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Explore-a-saurus Teacher notes
Quizasaurus
This game is for two players who adopt the name of
the dinosaurs on the screen. Answer the quiz
questions, based on information in the exhibition. The
quiz aims to clarify misconceptions about dinosaurs
and consolidate information from the exhibition.
Jigasaurus This game invites players to select the correct bones
and construct the skeletons of herbivorous and
carnivorous dinosaurs. Choose to build a slow‐moving,
plant‐eating Apatosaurus; a bone‐crushing, meat‐
eating Tyrannosaurus or a bird‐like Deinonychus.
Stegosaurus plates
Stegosaurus plates
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Robosaurus
Explore-a-saurus Teacher notes
Exhibition information panel text The exhibition includes models of the following dinosaurs:
Maiasaura, Apatosaurus, Muttaburrasaurus, Stegosaurus, Triceratops, and Tyrannosaurus.
The text on the information panels for each of these dinosaurs is provided below. You can use this
information to help you plan your visit and to create customised learning resources.
MAIASAURA
(My‐ah‐sore‐ah) Meaning: Good mother lizard Size: 7‐9 metres long and3 metres high Weight: 2 tonnes Diet: Plants When: 83‐74 million years ago, in the Late Cretaceous Where: Montana, USA Family: Hadrosauridae What’s so interesting about Maiasaura?
Nested in large colonies
Thousands of specimens found
Travelled in large herds for protection
Probably fed and protected their young
Fossil poo from Maiasaura contains conifers
APATOSAURUS
(Apat‐o‐saw‐russ) Meaning: Deceptive lizard Size: 21 metres long and 6 metres high Weight: 25 tonnes Diet: Plants When: 155‐145 million years ago, in the Late Jurassic Period Where: Wyoming, Utah, Colorado, and Oklahoma, USA Family: Diplodocidae What’s so interesting about Apatosaurus?
Long tail for counterbalance and possibly defence
Large claw on front foot for defence
Peg‐like teeth for rasping leaves from branches
Long neck to reach vegetation
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Explore-a-saurus Teacher notes
MUTTABURRASAURUS
(Mut‐ta‐bar‐ra‐saw‐russ) Meaning: Lizard from Muttaburra Size: 7 metres long and 4 metres high Weight: 3 tonnes Diet: Plants When: 105‐100 million years ago, in the Early Cretaceous Period Where: Queensland and New South
Wales, Australia What’s so interesting about Muttaburrasaurus?
Strong hind limbs allowed walking on two feet
Large bump on snout to make noise and improve sense of smell
Horny beak for nipping vegetation
Strong jaw muscles
STEGOSAURUS
(Steg‐o‐saw‐russ) Meaning: Roof lizard Size: 9 metres long and 3 metres high Weight: 2 tonnes Diet: Plants When: 155‐145 million years ago, in the Late Jurassic Period Where: Colorado, Wyoming and Utah, USA Family: Stegosauridae What’s so interesting about Stegosaurus?
Walnut sized brain
Bony plates possibly for body temperature regulation
Four long tail spikes for defence
Toothless beak for nipping plants
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Explore-a-saurus Teacher notes
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TRICERATOPS
(Try‐ser‐ah‐tops) Meaning: Three‐horned face Size: 9 metres long and 3 metres high Weight: 6 tonnes Diet: Plants When: 68‐65 million years ago, in the Late Cretaceous Period Where: Alberta and Saskatchewan,
Canada. Montana, North Dakota, South Dakota, Wyoming, and Colorado, USA
Family: Ceratopsidae What’s so interesting about Triceratops?
One of the most commonly found dinosaurs of the Late Cretaceous Period
Numerous Triceratops skulls have been found, probably because they were so solid
Bony frill possibly for defence, display and/or temperature regulation
Bony horns for defence or conquering rivals during mating season
Horny beak for grasping and plucking off plants
TYRANNOSAURUS (Tie‐ran‐o‐saw‐russ) Meaning: Tyrant lizard Size: 12 metres long 4 metres high at hip Weight: 5.5 tonnes Diet: Flesh When: 68‐65 million years ago, in the Late Cretaceous Where: Alberta and Saskatchewan,
Canada. Montana, North Dakota, South Dakota, Wyoming, Colorado, Utah, Texas and New Mexico, USA.
Family: Tyrannosauridae What’s so interesting about Tyrannosaurus?
Tyrannosaurus fought amongst themselves and possibly undertook cannibalism as well as hunting and scavenging
Massive head and powerful jaws; teeth up to 20cm long with serrated edges
Keen sense of smell, sight and hearing
Tiny two fingered arms too small to reach mouth
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Australian curriculum The activities and experiences in the Explore‐a‐saurus exhibition align with the content descriptions of the Australian Curriculum: Science as outlined in the table below..
Science Understanding
Year 1 Year 2 Year 3
Biological Sciences
Living things have a variety of external features (ACSSU017)
Living things grow, change and have offspring similar to themselves (ACSSU030)
Living things can be grouped on the basis of observable features and can be distinguished from nonliving things (ACSSU044)
Physical Sciences Light and sound are produced by a range of sources and can be sensed (ACSSU020)
A push or a pull affects how an object moves or changes shape (ACSSU033)
Year 4 Year 5 Year 6 Year 7
Biological Sciences
Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)
The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)
There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111)
Earth and Space Sciences
Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)
The activities and experiences also align with:
Science as a Human Endeavour: Nature and development of science
Science Inquiry Skills: all sub‐strands.
Explore-a-saurus Teacher notes
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Learning Resources The following learning resources are provided to support your visit the exhibition and a dinosaur unit you may
undertake in the classroom. The resources include:
Exhibition Learning Tasks: Guidelines including suggested strategies and investigations to support
student learning during their tour of the exhibition
Classroom projects and activities: pre‐ and post‐visit projects and activities
Additional resources: Links to websites containing information and digital learning objects
Exhibition Learning Tasks Guidelines Teachers will need to decide or negotiate:
Whether students will be working in groups or individually. If students are to work in groups, then teams of three to four students are best to avoid crowding around each exhibit. The learning task resources include a team agreement/contract to assist students to explore how they can work within their teams. Teams will also need to discuss how they will collect the images/information they require for their task, during their visit.
Which one or more learning tasks are suitable for students within the class to complete? All students may complete the same activity or they may be allowed to choose one for themselves. These may be adapted to ensure that they are appropriate for each individual or group of students. The activities are flexible and cater for individual needs and interests. A particular Australian Curriculum content description could also be selected as the focus of the visit.
Whether students are allowed bring digital cameras or mobile phones so they can document their experience in the exhibition for later use. Students may also be allowed to use the voice recording function on their mobile phone or mp3 player to record their observations.
How students will move through the exhibition and what they might see. Taking their particular learning task into consideration, each team should identify which exhibits may be of most relevance to completing their task. During their visit, they must try to get through as many of the relevant exhibits as possible and gather the information or images they need to be able to complete their task back at school. If an exhibit is ‘busy’ it is important that they try to find another one that they can use rather than just waiting for one to become free. The order in which students work through the exhibits is not important, so encourage the class to start at different places within the exhibition.
Each student or team will need to decide what format their final presentation will take.
Investigations
1. How does a palaeontologist know what a dinosaur looked like and how it behaved? It is possible to tell a great deal about the life of a fossil organism and its habitat. This is done by carefully
studying the fossil itself and the surrounding rock. Even a single tooth, bone, or footprint may tell something of
the life of the animal.
What evidence does a palaeontologist use to decide what a particular dinosaur looked like, how it moved, what
it ate? What evidence is presented in the exhibition? Is there anything that is missing? How accurate are their
ideas, have they changed over time as new discoveries are made?
Explore-a-saurus Teacher notes
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2. Dinosaur adaptations The structure of part of a fossil refers to its physical features and what it looks like. Its function refers to how it
worked or what it did. Often the structure of a particular body part helps the organism to perform a certain
function or job. That is, the structure of a body part is an adaptation for a specific function.
Palaeontologists use fossil evidence to infer adaptations of dinosaurs that help them to survive in the
environment during the Mesozoic. Students can collate a list of adaptations for the dinosaurs in the exhibit. The
information panels include details of many adaptations.
Students could complete a table similar to the one below:
Dinosaur Adaptive feature Purpose Similar example from living animal
Stegosaurus Bony plates Long tail spikes Toothless beak
Possibly body temperature regulation Defence Nipping plants
Large ears of elephants Rhinoceros horn Marine turtle “beak”
Extension: identify additional adaptive features not written on the information panels.
Supporting resource:
Interpreting Fossil Evidence (341 KB) Student worksheet; Teacher notes. This is one of the
educational resources from Queensland Museum’s online learning resource, Dinosaurs, Climate Change
and Biodiversity. It examines fossil bones, teeth, beaks and skeletons and compares them with current
species to infer the diet, movement, habitats, and niche of extinct organisms.
http://www.qm.qld.gov.au/Learning+Resources/Resources.
3. Feeding type Categorise each dinosaur as a herbivore, carnivore or omnivore and justify their choices (e.g. by referring to
th, claws, body shape, eye position, etc.). tee
4. Dinosaur research project Research and present information about a particular dinosaur.
1. Students choose one of the dinosaurs on display in the exhibition and take notes, photographs or
video/audio recordings.
2. Conduct further research back in the classroom.
3. Students present their research in a chosen format: e.g. digital photo story, poster, annotated image,
slideshow, report, or podcast. Style examples include: an information profile, interview with the
dinosaur, or an investigative report.
5. External features Students list external features of the dinosaurs. They can compare these features with animals that live today.
Are there animals today that have similar features?
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6. Forces What forces are applied by the jaws of a dinosaur?
What simple machines occur in the Tyrannosaurus skull of Robosaurus?
What simple machines and forces are involved to make the robotic dinosaur move?
7. Dinosaur controversies Many facts about dinosaurs are controversial. The Explore‐a‐saurus exhibition examines a number of issues such
as:
Did dinosaurs care for their young?
What noises did they make?
What was the colour of their skin?
How fast could dinosaurs move?
What caused dinosaur extinction? (Supporting information is provided below).
Students can take on the role of an investigative reporter, fossil detective or Junior Palaeontologist and describe
the type of evidence that scientists have available today and what inferences can be derived from that
evidence.
As student tour the exhibition they can write answers to these questions. Smart phones and digital cameras can
be used by students to record their explanations and engagement with the interactive elements of the
exhibition. The information or video/audio content can be used to create a report back in the classroom.
Classroom Projects The following project ideas can be presented to students as multi‐lesson activities. They can be used as
assessment items. They can be integrated with other content descriptions in the Science Curriculum or with
cross‐curricular areas such as Mathematics and English.
1. Design your own dinosaur This activity can be adapted depending on age. Students choose a dinosaur and research its features,
adaptations, habitat, behaviour and the history of the palaeontology involved in its discovery. Descriptive
elements could include:
Create a name for your dinosaur using the table of names at the end of this document.
What body shape and skin colour does the dinosaur have?
Does it use camouflage, if so why?
How does it capture or collect food? Is the animal an herbivore or carnivore?
What sound does it make?
How did it move?
How does it call or attract a mate?
What defensive features does it have?
List adaptations and describe how they increase survival.
Explore-a-saurus Teacher notes
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2. Design a dinosaur museum exhibit As an extension activity to ‘Design your own dinosaur’, students could design a museum exhibit that could be
added to the Explore‐a‐saurus exhibition. Students must include a description of the background scenery and
other objects that would be included in the display. The display can be illustrated by a poster drawing, computer
generated illustration or even a diorama.
Design elements can include: measurements, skills needed/professional personnel employed, materials used
(students may research materials that could be used in the construction of the models).
Students could also create an information panel to accompany their ‘exhibit’. This panel could focus on an
aspect of palaeontology in which fossil evidence provides clues to dinosaur biology or behaviour.
3. Design a theme park for dinosaurs. There are many things that need to be considered in the design of a theme park. Not only do you need to think
about the rides that will be offered, but also what facilities you will need to provide.
Some things you will need to decide on are:
What menus will the food stalls offer?
How will you design the toilets?
What are the height and weight limits for each ride?
Have you designed the layout for easy access for all sizes of dinosaurs?
Do you need a locker space? How big do the lockers need to be?
There are other things you will need to consider in your design. What allowances do you need to make for
different dinosaurs? Have you catered for both carnivores and herbivores?
1. Design the layout of the park, placing rides, shops and facilities at convenient locations. Be prepared to
justify your design and placement of facilities.
2. Make a sketch of your layout, or a model of your park.
3. Present your ideas to the rest of your class.
4. Could dinosaurs rule the Earth? It is thought that the dinosaurs died out after the Earth was hit by an asteroid. If the dinosaurs didn’t die out
and were still alive today, how would they have evolved? Would they be the dominant species on Earth? What
would their relationship be with other life forms on the planet? Would their adaptations help them survive in
today’s environment? Which ecosystems would they be most adapted to? What animals might they have
competed with? Could humans co‐exist with dinosaurs?
This project could be adapted whereby each student focuses on a single species of dinosaur.
5. What if? An asteroid did hit the Earth and the resulting dust cloud meant that the planet had six months of darkness.
What would be the effect on the food chain? Hint: look at plants as well as animals in the food chain. What
would survive? How would the different species survive and would they thrive?
Explore-a-saurus Teacher notes
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Classroom Activities The following activities may be used prior to, and/or after a visit to Explore‐a‐saurus at the Queensland Museum
& Sciencecentre.
1. Fossil formation These resources support investigation of the processes of fossil formation.
Hands‐on activities
Learning About Fossils Through Hands‐On Science and Literacy. Activities. A unit that supports a sequential investigation, including hands‐on activities, of (a) what fossils are, (b) how they are formed and (c) how they are found. http://beyondpenguins.ehe.osu.edu/issue/learning‐from‐the‐polar‐past/learning‐about‐fossils‐through‐hands‐on‐science‐and‐literacy.
How are fossils formed? Activity. Hands‐on modelling of the process of fossil formation using plaster and sand. http://www.fossils‐facts‐and‐finds.com/fossilization.html.
Learning objects
Burying Bodies. BBC Walking with Beasts. Learning object. A body must be buried in the right environment for a chance to become a fossil. This includes looking at the role of erosion. http://www.abc.net.au/beasts/fossilfun/burial/default.htm.
Fossilisation. BBC Walking with Beasts. Learning object. Animation that illustrates how the different types of fossils are formed as well as different processes that can prevent fossils from forming. http://www.abc.net.au/beasts/fossilfun/makingfossils/default.htm.
Fossil mysteries. Who moved the body? Learning object. Interactive challenge in which images representing stages in the process from fossil formation to excavation must be placed in order. http://www.sdnhm.org/archive/exhibits/mystery/interactive_1.html.
Fossil mysteries. What am I? Learning object. Interactive challenge in which different stages in fossil formation and discovery are examined to view clues that will help identify the fossil. http://www.sdnhm.org/archive/exhibits/mystery/interactive_2‐1.html.
Layers of time. Learning object. Put the rock layers in order from oldest to youngest using the fossils found in each layer. http://www.amnh.org/ology/features/layersoftime/game.php.
The Fossilization Game, Learning From the Fossil Record. Activity. Active game in which students explore factors that affect fossil formation. http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit.
Information
How do fossils form? Oxford University Museum of Natural History. Information. Illustrations and text outline the sequence of events of fossil formation and exposure. http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm.
Activity suggestion: Print and cut out the illustrations and descriptions for each step. Have students place them in the correct order.
From Dinosaur to Fossil. Australian Museum. Information. A summary of the process of fossil formation (4 stages) with illustrations. http://www.australianmuseum.net.au/From‐dinosaur‐to‐fossil.
Discovering fossils. Information. Series of illustrations and description of fossil formation and discovery. http://www.discoveringfossils.co.uk/whatisafossil.htm.
2. Fossil jigsaws Students can investigate the following concepts using fossil jigsaws and other online resources:
Palaeontologists use practices such as sorting, classification and trial‐and‐error to reconstruct skeletons
Explore-a-saurus Teacher notes
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The majority of fossils are dispersed and damaged which makes reconstructing dinosaur and megafauna skeletons a difficult task
Environmental processes such as erosion and landslides, and biological processes such as animal scavenging cause fossil remains to become dispersed
Erosion and weathering after exposure of fossils can also add to dispersal and damage.
External resources:
Dinosaur Jigsaws. Fact sheet about dispersion of fossil remains and conditions that increase the likelihood of
fossilisation, as well as student activity to cut and reconstruct two skeletons. Available at
www.qm.qld.gov.au/microsites/dino/pdf/For‐Teachers/4.0 Dinosaur Jigsaws.pdf [Last accessed 28 Aug
2012].
Dinosaur skeleton jigsaw. BBC. Available at
http://www.bbc.co.uk/sn/prehistoric_life/games/skeleton_jigsaw/.
The Great Fossil Find. ENSI. ‘Students are taken on an imaginary fossil hunt. Following a script read by the
teacher, students "find" (remove from envelope) paper "fossils" of some unknown creature, only a few at a
time. Each time, they attempt to reconstruct the creature, and each time their interpretation tends to
change as new pieces are "found".’ Available at http://www.indiana.edu/~ensiweb/lessons/gr.fs.fd.html, and
www.gcsu.edu/nhm/docs/great_fossil_find.pdf.
Fossilization and adaptation: activities in palaeontology. Brent H. Breithaupt. Activity 1: Fossilization. ‘Not all
parts of animals become fossilized. It may not be possible to know some details of what an ancient animal or
plant was like because many parts of the anatomy may not become fossils.’
http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit.
Dino bones. Cut out bones of dinosaur split‐pin them together to form a dinosaur skeleton.
http://pbskids.org/curiousgeorge/printables/dino.html.
3. Most popular dinosaur This task involves the application of mathematics. Students take a class poll of their favourite dinosaur. This data
is collated and used to create a graph (e.g. bar, column or pie chart). Students analyse the graph and write a
short report. Discussion points could include explanations as to why a particular dinosaur may have been most
popular.
4. Map the dinosaurs Students mark on a map the continents on which the dinosaurs highlighted in the exhibition once lived.
Students can also mark on a map of Australia where the major fossil sites are located. Students should become
familiar with Australian dinosaur species, identifying the dinosaurs which did not inhabit Australia.
5. Size and scale: Compare the heights and/or lengths of different dinosaurs to everyday objects, buildings or spaces. While large
dinosaurs feature prominently in books, remember that many dinosaur species were small. Discuss advantages
of being big or small.
6. Fossil clues: Fossils provide clues about the life in the past. They are physical evidence from which inferences can be made.
Students can research the different types of evidence and what they can tell us about life millions of years ago.
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External resources:
What can we learn from fossils? Utah Education Network. The two lessons described in this section are designed for students in grades 3‐5.
A. Fossil Inferences—Students will use their knowledge about fossils to arrange fossil pictures in sequence from oldest to youngest. http://www.uen.org/Lessonplan/preview.cgi?LPid=16319.
B. Fossils—Students will act as palaeontologists and attempt to figure out the environment where various
fossils would have existed. http://www.uen.org/Lessonplan/preview.cgi?LPid=16320.
Living large. American museum of Natural History. This is a well produced learning object in which students
examine fossils, gather clues from experts, and find out how sauropods lived! It combines video, obtaining
information from different types of palaeontologists and scientists and interpreting clues in order to answer
questions. http://www.amnh.org/ology/features/livinglarge/.
7. Palaeontologists What is a Palaeontologist? Students read profiles and interviews of Palaeontologists and use this information to
describe a palaeontologist. They could create their own mock interview in which they adopt the role of a
palaeontologist.
External resources:
Profile of Queensland Museum palaeontologist and recipient of the Young Australian Of the Year award in
2002, Scott Hocknull. http://www.qm.qld.gov.au/Research/People/People/Profile/H/Scott+Hocknull.
Interviews of three palaeontologists on the website of the American Museum of Natural History.
http://www.amnh.org/explore/ology/paleontology/.
8. Dinosaur tracks Students explore what dinosaur tracks can tell us about dinosaur behaviour. They create tracks using wet sand
or plaster of Paris. Resources to support this activity are widely available on the Internet. A few examples are:
What can fossil footprints tell us? American Geosciences Institute.
http://www.k5geosource.org/2activities/1invest/fossils/pg5.html.
Fossil footsteps. Utah Education Network. http://www.uen.org/Lessonplan/preview.cgi?LPid=11137.
Dinosaur tracks. OzFossils. http://www.abc.net.au/science/ozfossil/ageofreptiles/fauna/tracks.htm
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Additional Resources
Queensland Museum Resources • Dinosaurs, Climate Change and Biodiversity. Microsite. This online learning resource is designed for Middle
School students. However, there are activities and information suitable for upper primary and beyond. The
resource includes information on dinosaurs discovered recently in outback Queensland; theories on the
extinction of the dinosaurs; research into the effects of past climate change on Australia's fauna; the
evolution of Australian fauna; the extinction of species including the Megafauna; relevant resources on
sustainable living; interactive games; activities, fact sheets, and lots of teacher and student worksheets.
http://www.qm.qld.gov.au/microsites/dino/index.html.
• For additional resources and fact sheets, navigate to the Queensland Museum resources web page, and
search for key words such as ‘Dinosaur’ in the search box.
http://www.qm.qld.gov.au/Learning+Resources/Resources
• Loan kits. You can borrow evidence of Queensland's prehistoric past from Queensland Museum Loans. The
objects and kits enable students to engage in object‐based learning.
http://www.qm.qld.gov.au/microsites/dino/04‐related‐qm‐resources/queensland‐museum‐resources.html.
Websites • Museum Victoria Education Resources ‐ Dinosaur Walk and 600 million years
http://museumvictoria.com.au/melbournemuseum/discoverycentre/dinosaur‐walk/
http://museumvictoria.com.au/melbournemuseum/discoverycentre/600‐million‐years/
American Museum of Natural History – http://www.amnh.org/explore/ology/paleontology
Natural History Museum, London – http://www.nhm.ac.uk/kids‐only/dinosaurs/
• The Dinosauria – http://www.ucmp.berkeley.edu/diapsids/dinosaur.html
• ABC websites:
Walking with Dinosaurs http://www.abc.net.au/dinosaurs/default.htm
OzFossils http://www.abc.net.au/science/ozfossil/default.htm
Age of the Beasts http://www.abc.net.au/science/ausbeasts/
• Dinosaurs for Kids – http://www.kidsdinos.com/
Scitech – http://www.scitech.org.au/teacher‐resources/resources‐for‐teachers/earth‐and‐space‐
sciences/Page‐2.html
Dinosaurnews Webzine – http://www.dinosaurnews.org/.
Learning objects Smithsonian Museum of Natural History http://paleobiology.si.edu/dinosaurs/interactives/dig/main.html
ABC. http://www.abc.net.au/beasts/fossilfun/
American Museum of Natural History. http://www.amnh.org/explore/ology/paleontology
Colossal fossils: the dig. The Le@rning Federation. Learning object. Join a team of palaeontologists working on an Australian megafauna dig site. Whilst suggested for Years 7 and 8, this resource is appropriate for Year 4 students. as it uses simple language and provides walkthrough instructions. ‘Dig up and describe a megafauna jaw bone or skull. Use tools such as a pick, rock hammer and scraping knife. Prepare the fossil for removal using tools such a fine brush, glue and plaster. See how the features of the bone are used to identify the physical features of the animal it came from.’ This learning object is one in a series of two learning objects. Accessible at Scootle (http://www.scootle.edu.au/ec/p/home) and The Learning Place (Education Queensland).
Learning object: Colossal fossils: jaw analysis. The Le@rning Federation. This lesson may not be appropriate for Year 4 as it requires higher‐order thinking. However, it is suitable as a companion activity for students
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who would like to extend their learning. ‘Analyse a fossil jaw and work out which large extinct animal it came from. Measure the jaw's length and height, and estimate the body size of the animal. Examine the type of teeth and their arrangement. Decide whether the animal was adapted to eat plants, insects, other animals or a combination. Identify an extinct animal by matching the estimated body size and type of diet.’ This learning object is one in a series of three learning objects. Accessible at Scootle (http://www.scootle.edu.au/ec/p/home) and The Learning Place (Education Queensland).
Dino dig. Tvokids. Simple game in which the player adopts the role of a junior palaeontologist. Using appropriate tools (pick, then trowel and finally a brush) they ‘dig up’ five fossils from different locations around the world and put them together. This combines excavation and piecing together dinosaur skeletons. http://www.tvokids.com/games/dinodig.
Virtual fossil dig. National Geographic. Dig up three fossils, plaster and crate them, and then examine them back in the laboratory. http://www.nationalgeographic.com/seamonsters/virtualdig/index.html.
Learning About Fossils Through Hands‐On Science and Literacy. Activities. A unit that supports a sequential investigation, including hands‐on activities, of (a) what fossils are, (b) how they are formed and (c) how they are found. http://beyondpenguins.ehe.osu.edu/issue/learning‐from‐the‐polar‐past/learning‐about‐fossils‐through‐
hands‐on‐science‐and‐literacy.
How are fossils formed? Activity. Hands‐on modelling of the process of fossil formation using plaster and sand. http://www.fossils‐facts‐and‐finds.com/fossilization.html.
How do fossils form? Oxford University Museum of Natural History. Information. Illustrations and text outline the sequence of events of fossil formation and exposure. http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm.
Burying Bodies. BBC Walking with Beasts. Learning object. A body must be buried in the right environment for a chance to become a fossil. This includes looking at the role of erosion. http://www.abc.net.au/beasts/fossilfun/burial/default.htm.
Making fossils. BBC Walking with Beasts. Learning object. Animation that illustrates how the different types of fossils are formed as well as different processes that can prevent fossils from forming. http://www.abc.net.au/beasts/fossilfun/makingfossils/default.htm.
Fossil mysteries. Who moved the body? Learning object. Interactive challenge in which images representing stages in the process from fossil formation to excavation must be placed in order. http://www.sdnhm.org/archive/exhibits/mystery/interactive_1.html.
Fossil mysteries. What am I? Learning object. Interactive challenge in which different stages in fossil formation and discovery are examined to view clues that will help identify the fossil. http://www.sdnhm.org/archive/exhibits/mystery/interactive_2‐1.html.
Layers of time. Learning object. Put the rock layers in order from oldest to youngest using the fossils found in each layer. http://www.amnh.org/ology/features/layersoftime/game.php.
From Dinosaur to Fossil. Australian Museum. Information. A summary of the process of fossil formation (4 stages) with illustrations. http://www.australianmuseum.net.au/From‐dinosaur‐to‐fossil. [Last accessed 4th September, 2012].
Discovering fossils. Information. Series of illustrations and description of fossil formation and discovery. http://www.discoveringfossils.co.uk/whatisafossil.htm.
The Fossilization Game, Learning From the Fossil Record. Activity. Active game in which students explore factors that affect fossil formation. http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit.
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Books Books available from the Queensland Museum & Sciencentre shop or online book store
(http://www.shop.qm.qld.gov.au/default/):
Animals from Australia's Past Colouring Book. $5.95
The Amazing Book of Dinosaur Activities. $9.95
Other books.
Holtz, T. R. Jr. 2007. Dinosaurs: The Most Complete, Up‐to‐Date Encyclopedia for Dinosaur Lovers of All Ages.
Random House, New York.
Paul, G. S. 2011. Dinosaurs: a field guide. A & C Black, London.
Long, J. and Schouten, P. 2008.Feathered dinosaurs: the origins of birds. CSIRO Publishing, Collingwood.
Kear, B. P. and Hamilton‐Bruce, R. J. 2011. Dinosaurs in Australia: Mesozoic life from the southern continent.
CSIRO Publishing, Collingwood.
Kool, L. 2010. Dinosaur Dreaming: exploring the Bass Coast of Victoria. Monash Science Centre, Clayton.
Rich, T. H. 2007. Polar Dinosaurs of Australia. Museum Victoria, Carlton.
Rich, T. H. and Vickers‐Rich. 2003. A century of Australian dinosaurs. Queen Victoria Museum and Art
Gallery, Launceston.
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Glossary
Geological Periods
Triassic (251‐199 million years ago [m.y.a.]) so named because the strata that comprise sediments of this age can be divided into three distinct types. Jurassic (199‐145m.y.a.) named after the mountain range between France and Switzerland where rock strata of this age and type were first discovered. Cretaceous (145‐65m.y.a.) from the French word for chalk, cretace, which is found in rock strata of this age.
Geological Eras
Proterozoic means ‘earlier life’ (2500‐542 m.y.a.) Palaeozoic means ‘old life’ (542‐251 m.y.a.) Mesozoic means ‘middle life’ (251‐65 m.y.a.)
Cainozoic means ‘new life’ (65 m.y.a. ‐ today)
Biochemistry
Endothermic ‐ generating internal heat to moderate body temperature e.g. modern birds and mammals
(commonly referred to as ‘warm‐blooded’).
Ectothermic ‐ relying on the environment and behaviour to regulate body temperature. e.g. typical reptiles (commonly referred to as ‘cold‐blooded’).
Dinosaur classification
Saurischia ‐ lizard‐hipped dinosaurs such as Apatosaurus, Tyrannosaurus rex, and the ancestors of modern birds.
Ornithischia ‐ bird‐hipped dinosaurs such as Stegosaurus, Triceratops, Muttaburrasaurus and Maiasaura.
Dinosaur families
Diplodcidae meaning ‘of the two‐fold beams’.
Hadrosauridae meaning ‘of the large reptiles’.
Iguanodontidae meaning ‘of the iguana‐toothed’.
Stegosauridae meaning ‘of the roofed reptiles’.
Tyrannosauridae meaning ‘of the tyrant reptiles’.
Ceratopsidae meaning ‘of the horned‐faces’.
Dromaeosaurid meaning ‘running lizard’.
Dinosaur
The word dinosaur was coined in 1841 by Sir Richard Owen in specific reference to the only three known at the
time ‐Megalosaurus, Iguanodon and Hylaeosaurus. The word derives from the Greek, deinos ‐ terrible and
sauros ‐ lizard.
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Dinosaur names
Name (Language of Origin) Meaning in English
acantho (from the Greek akanthos, meaning bear's foot) spiny
acro (Greek) high
aeto (Greek) eagle
allo (from the Greek word allos) other
alti (from the Latin word altus) high
ambi (Latin) both or two
amphi (Greek) both or two
an (Greek) not or without
anato (Latin) duck
anchi (from the Greek word agkhi) near
ankylo (from the Greek word ankylos) hook, joint, fused, stiff or bent
anser (Latin) goose
antho (from the Greek word anthos) flower
anuro (Greek) no tail
apato (Greek) deceptive
archaeo (from the Greek word archaios) ancient
avi or avis (Latin) bird
bactro (from the Greek word baktron) baton or club
baga (from the Mongolian word baga) little
baro or bary (from the Greek word barys) heavy
bellu (from the Latin word bellus) beautiful
brachio (from the Greek word brachion and the Latin word brachium)
arm
brachy (Greek) short
bronto (from the Greek word bronte) thunder
calamo (from the Greek word kalamos) reed
camara (from the Greek word kamara) chamber
campto (from the Greek word kamptos) flexible
campylo (from the Greek word kampylos) bent
carchar (from the Greek word karkhar) jagged
cardio (from the Greek word kardia) heart
carno (Greek ) flesh
caud or caudia (Latin) tail
centro (Latin) left
cephalo (from the Greek word kephale) head
cera, ceras (from the Greek word keras) horn
cerno (from the Latin word secerno) divide or sever
cero (from the Greek word keras) horn
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chasmo (from the Greek word khasma) chasm or yawning fissure
chiro or cheirus (from the Greek word kheir) hand
chondro (from the Greek word khondros) cartilage
cion (from the Greek word kion) column or pillar
clao (from the Greek word klao) break or crush
cneme (from the Greek word kneme) lower leg or shin bone
coeli or coelo (from the Greek word koiloma) opening or cavity
compso (from the Greek word kompso) elegant
coryth (from the Greek word koryth) helmet
costa (from the Greek word costa) rib
cryo (from the Greek word kryos) cold
crypto (from the Greek word kryptos) hidden
cyon (from the Greek word kuon) dog
dactly (from the Greek word dactylos) finger
deino (from the Greek word deinos) fearfully great or terrible
derm (Greek) skin
di (Greek) two
dino (from the Greek word deino) fearfully great or terrible
diplo (from the Greek word diploos) double or in pairs
docus (from the Greek word dokos) beam, bar or shaft
don or dont (from the Greek word odon) tooth
draco (from the Greek word rakon) dragon
dromeus or dromeo
(from the Greek word dromeus) runner
drypto (from the Greek word drypto) wounding
echino (Greek) spiny
elasmo (from the Greek word elasma) metal plated or elastic, like thin, beaten metal
elmi (Greek) foot
eo (from the Greek godess of the dawn, Eos) dawn
equus (from Latin) horse
eu (from the Greek word eus) good or well
eury (From the Greek word eurys) wide
felis (From Latin) cat
giga (from the Greek word gigas) savage giant
gnathus (from the Greek word gnatos) jaw
hadro (from the Greek word hadros) large
hetero (from the Greek word heteros) mixed or different
hippos (Greek) horse
hydro (Greek) water
hypacro (Greek) top
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hypselo or hypsi
(from the Greek word hypsos) high
ichthyo (from the Greek word ichthys) fish
iguano (from the Arawak word iwana) iguana
kentro (from the Greek word kentron) sharp point or spur
krito (from the Greek word kritos) chosen or separated
lana (from the Latin word lanatus) woolly
lepto (from the Greek word leptos) thin or slender
lestes (from the Greek word leistes) robber
lio (from the Greek word leios) smooth
lite or lithos (from the Greek word lithos) stone
lopho, lophos (from the Greek word lophos) crest or tuft
lyco (from the Greek word lykos) wolf
lystro (Greek) shovel
maia (from the Greek Maia, mythical mother of Hermes) good mother
macro (from the Greek word makros) long or large
megal (from the Greek word megas) great
micro (from the Greek word mikros) small
mio (Greek) less
mono (Greek) single or alone
masso (Greek) long or bulky
mega (from the Greek megas) huge
merus (from the Greek meros) part or portion
metro (Greek) measure
micro (from the Greek word mikros) tiny
mimus (from the Greek word mimikos) mimic
morph (Greek) shape
nano (Greek) dwarf or very small
neo (from the Latin word neos) new
neustes (from the Greek word neustes) swimmer
nodo (from the Latin word nodulus) knotted or lumpy
noto (from the Greek word nodus) node or nodulus
notos (from the Greek word notos) south
nycho or nychus
(from the Greek onykh) clawed
odon or odont (from the Greek word odon) tooth
oid or oides (Greek) like
oligo (from the Greek word oligos) few or little
onyx (from the Greek word onyx) claw or talon
opistho (from the Greek word opisthen) at the back or behind
ops (from the Greek word ops) eye or face
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opsis (from the Greek word opsis) face
ornis or ornitho (from the Greek, ornis means bird) bird
oro, oros, oreios
(from the Greek word oros) mountain
ortho (from the Greek word orthos) straight
ovo or ovi (from the Latin word ovum) egg
pachy (from the Greek word pachys) thick
para (Greek) beside
patri (Latin) father
pedi (Latin) foot
pelon (from the Greek word pelos) mud or clay
peloro (from the Greek word peloros) monstrous
penta (Greek) five
phalanges (from the Greek word phalanx) fingers or toes
phyllo (from the Greek word phyllon) leaf
physis (Greek) form
placo (Greek) broad or flat
plateo (from the Greek word plateos) flat
plesio (from the Greek word plesios) near
pleuro (from the Greek word pleuron) side or rib
plio (from the Greek word pleion) more
pogon (Greek) beard
poly (from the Greek word polys) many or much
pod or pos (Latin) foot or to put
preno (Greek) sloping
prio (from the Greek word prion) saw
pro (Greek) before
protero (from the Greek word proteros) earlier or former
proto (from the Greek word protos) first or earliest
psittaco (from the Greek word psittakos) parrot
pteron (from the Greek word pteron) feather or wing
pteryx (from the Greek word pterygion) wing or fin
pyro (from the Greek word pyros) fire
quadr (Latin) four
raptor (Latin) robber or plunderer
rex (Latin) king
rhinus or rhino (Greek) nose or snout
rhomale (from the Greek word rhomaleos) robust or strong
saetum (Latin) bristle
salto (Latin) leaping
sarco (Greek) flesh
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saur, sauro or sauros or saurus
(from the Greek word sauros) lizard (or generalized reptile)
scapho (from the Greek word skaphe, meaning boat) canoe
scelida (from the Greek word skelis) hind leg
segno (from the Latin word segnis) slow
seismo (from the Greek word seismos) earthquake
Sino Chinese
smilo (Greek) knife
spino (Latin) thorn or backbone
spondyl (from the Greek word spondylos) vertebrae
stego (from the Greek word stegos) roof or cover
steno (from the Greek word stenos) narrow, close or slender
strepto (from the Greek word streptos) reversed
struthio (Greek) ostrich
suchus (from the Greek word soukhos) crocodile
tetra (Greek) four
thallasso (Greek) sea
thero, therium (from the Greek word therion) beast
titano (Greek) titanic
tops (Greek) face
tri (Greek) three
troo (Greek) wound
tyranno (from the Greek word tyrannikos) tyrant
ultra (Latin) extreme
urus tail
veloci (from the Latin word velocitas) speedy
venator (from the Latin word venator) hunter
vulcano (from the Latin god Vulcanus) volcano
zo, zoa, zoon (from the Greek zoia) animals or life
zygo (Greek) joined