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Project GLADRiver Delta Unified School District

Dinosaurs! Dinosaurs!(Level 2)

IDEA PAGES

I. UNIT THEME: Life as we know it today has been influenced by what we have discovered and learned about plants and animals from millions of years ago.

Paleontologist are scientists that study dinosaur fossils Dinosaurs were herbivores, carnivores, and omnivores. Dinosaurs are categorized as either lizard hipped (saurischian) or bird hipped

(ornithischian) Dinosaurs are extinct. Dinosaur fossils have been found all over the Earth supporting the theory of Pangaea. Dinosaurs lived during the Triassic, Jurassic and Cretaceous Periods. Organisms reproduce offspring of their own kind and the offspring resembles their

parents. Characteristics of an organism are inherited from the parents. Some differences occur

in generations. Organisms forced adaptation from environmental changes. Cross-cultural theme – Dinosaur fossils have been found on every continent and have

been studied by people of all cultures.

II. FOCUS/MOTIVATION: Inquiry chart: “What do you already know about dinosaur fossils? What are you

wondering?” Big Book – The Important Thing About Dinosaurs Dinosaur Video Observation charts on dinosaurs, fossils, and paleontologists and realia Poetry and chanting Personal Interaction Cognitive Content Dictionary Paleontologist awards

III. CLOSURE: Process all charts, especially inquiry and observation Class poems Diorama team project Student/teacher generated test Portfolio – expository, friendly letter, narrative, found poem, chant

Dinosaurs! Dinosaurs! Level 2, CA 1River Delta Unified School District - Project G.L.A.D (03/09)

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IV. CONCEPTS:

Life Sciences – Grade 2

2.0 Plants and animals have predictable life cycles. As a basis for understanding this concept:

2.A Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.

2.B Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

2.C Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.

2.D Students know there is variation among individuals of one kind within a population.

Earth Sciences – Grade 2

3.0 Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept:

3.A Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.

3.B Students know smaller rocks come from the breakage and weathering of larger rocks.

3.C Students know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants.

3.D Students know that fossils provide evidence about the plants and animals that lived long ago and that scientist learn about the past history of Earth by studying fossils.

3.E Students know rock, water, plants, and soil provides many resources, including food, fuel, and building materials, that humans use.

Social Studies – Grade 2

2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

2 Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.


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ELA Standards - Grade 2Reading1.0 Word Analysis, fluency and systematic vocabulary development

1.1 Recognize and use spelling patterns1.2 Apply syllabication1.3 Decode two syllable words1.4 Recognize common abbreviations1.5 Irregular and regular plurals1.6 Read aloud with fluency 1.7 Antonyms/synonyms r

1.8 Use knowledge of parts of compound words to decode1.9 Simple prefixes and suffixes

2.0 Reading Comprehension2.1 Use titles, table of contents and chapter heading to locate information 2.2 State purpose of reading2.4 Ask clarifying questions2.5 Restate details2.6 Cause and effect2.7 Interpret charts etc.2.8 Follow two-step written instruction

3.0 Literary Response and analysis 3.1 Compare/contrast, plot, settings, etc.3.2 Generate alternative endings3.4 Identify use of rhythm, rhyme, and alliteration in poetry

Writing – Grade 21.0 Strategies

1.1 Group related ideas1.3 Understand purposes of reference materials1.4 Revise original drafts

2.0 Application2.1 Write brief narrative - sequence of events, setting, characters 2.2 Friendly letter

Written and Oral Conventions1.1 Distinguish between complete and incomplete sentences 1.2 Correct word order1.3 Parts of speech1.4 Commas in letters and items in series1.5 Quotations marks 1.6 Capitalize


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Listening and Speaking 1.1 Purpose for listening 1.2 Asks for clarification 1.3 Paraphrase1.4 Give and follow three to four step oral directions1.5 Organize presentation1.6 Speak clearly; pacing1.7 Recount experiences in sequence1.8 Retell stories1.9 Factual report

2.0 Speaking applications2.1 Recount experiences in sequence2.2 Factual report

ELD STANDARDS - GRADE 2

LISTENING AND SPEAKING

Beginning Level:• Responds by physical actions and other means of nonverbal communication• Begins to use common words or social phrases of English• Begins to respond using one - two word phrases

Early Intermediate:• Asks and answers questions using short phrases of simple sentences• Retells stories using gestures, expression, and visuals • Recite poems, simple stories and chants• Communicates basic needs

Intermediate:• Asks/answers content questions using simple sentences• Listens and identifies key points verbally and non-verbally • Participates in social conversations with peers and adults• Retells stories be using expanded vocabulary, descriptive words and paraphrasing

Early Advanced:• Adds greater detail• Uses fairly consistent grammar - some errors • Uses speech appropriate to situation

Advanced:• Listens and identifies key details orally and in writing Retell stories in greater detail including characters, setting, and plot• Demonstrates understanding of some idioms• Generally uses standard grammar


IDEA PAGES 5

READINGWORD ANALYSIS, FLUENCY, AND VOCABULARYBeginning Level:

• Recognizes phonemes that students can hear and produce Read aloud simple words in stories or games Demonstrate comprehension of simple vocabulary with appropriate actions Retell simple stories using drawings, words, or phrases Produce simple vocabulary to communicate basic needs in social and academic settings

Early Intermediate:• Recognizes phonemes that students can hear and produce and includes long/short vowels

and initial/final consonants• Rhyming words Produce vocabulary, phrases and simple sentences Read aloud and increasing number of English words

Intermediate:• Add, delete, or change target sounds, blend and segment syllable words • Recognize basic sound/symbol relationship• Common abbreviations• Recognize and name upper/lower cases of alphabet • Recognize that sentences are made of words Use decoding skills to read more complex words Use more complex vocabulary and sentences Recognize simple prefixes and suffixes when attached to known vocabulary

Early Advanced:• Regular and irregular plurals • Applies syllable rules when reading• Recognizes and uses some spelling patterns • Reads fluently• Reads one-syllable sight words• Generates sounds, patterns, and blend into words • Compound words and contractions• Read common word families Recognize simple prefixes and suffixes

Advanced:• Decode multisyllabic words• Applies knowledge of content vocabulary • Recognizes/uses antonyms and synonyms• Prefixes and suffixes Recognize common abbreviations Identify and correctly use regular plurals and irregular plurals Recognize words that have multiple meanings in text Apply knowledge of academic vocabulary to achieve independent reading


IDEA PAGES 6

READING COMPREHENSIONBeginning Level:

• Responds physically, verbally, and non-verbally to show comprehension • One - two word answers Draws pictures from one’s own experience related to a story or topic Understands and follows simple one-step directions Identifies basic sequence of events in stories read aloud

Early Intermediate:• Draws and labels to show comprehension • Sequence and inference Responds orally to simple stories read aloud, using phrases or simple sentences to answer

comprehension questions Follows simple two-step directions

Intermediate:• Writes captions or phrases for drawings related to a story Reads stories and responds orally in simple sentences Points our basic text features (title, table of contents, chapter headings) Recognize simple prefixes and suffixes Apply knowledge of content-related vocabulary to discussions and reading Follows multiple-step directions

Early Advanced:• Orally - main idea, factual questions, and make inferences about text• Write brief story summary• Read and use text features - Titles, etc. • Read short poems, identify elements Read stories and text from content areas and respond orally by reseating facts and details

Advanced:• Oral or written summary• Read and respond to a variety of literature Locate and use text features (title, table of contents, etc.)

LITERARY RESPONSE AND ANALYSISBeginning Level:

Listen to a story and respond orally in one to two words questions Draw pictures identifying setting and characters

Early Intermediate: Respond orally to factual question about stories and answer in simple sentences Recite simple poems Identify setting and characters


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Intermediate: Use expanded vocabulary and descriptive words in oral and written responses to simple

text Recite simple poetry and use simple sentences in answering questions

Early Advanced: Read short poems and identify basic elements (rhythm and rhyme) Identify literary elements of plot, setting and characters Identify beginning, middle and ending

Advanced: Read a variety of literature and respond to it both orally and in writing Describe elements and poetry (rhythm, rhyme, and alliteration) Compare and contrast different authors’ use of literary elements

WRITING APPLICATION AND CONVENTIONS

Beginning Level:• Copies words Writes a few words or phrases about an event or character from a story read by the

teacher Writes a phrase or simple sentence about an experience generated from a group story

Early Intermediate:• Write short phrases/sentences about events or characters from a familiar story/poem • Basic periods, capitals• Writes sentences using words from walls

Intermediate:• Writes short narrative (setting, characters, and events)• Produces own story, inconsistent grammar • Uses writing process• Writes in content areas • Friendly letter

Early Advanced:• Uses complex vocabulary Writes short narratives (setting, characters, and events) Use writing process to write short paragraphs that maintain consistent focus• Formal letter

Advanced:• Short narrative - describing setting, characters, objects, and events Use writing process to write clear and coherent sentences and paragraphs


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V. VOCABULARY:

paleontologistvolcanoesatmosphereEarthoxygenearthquakescrustPangaeadinosaurmammalcone bearing treespalm like treesflowering plants

reptilesscientistcontinental driftskeletonancestorsherbivorecarnivoreexcavationbarrierprehistoricomnivoreinheritcold-blooded

erafossilcontinentclimateamphibiansextincthypothesismammalsprimitiveglaciersCope’s RuleTriassicMesozioc

JurassicCretaceousmeteorsasteroidswampmountainfrillclawssauropods

VI. MATH/SCIENCE/SOCIAL STUDIES SKILLS:

VII. RESOURCES AND MATERIALS – Non-fictionRanger Rick’s Nature Scope: Digging into DinosaursOur Dinosaur Friends for the Early Years, American Teaching Aids, Inc., 1976

RESOURCES AND MATERIALS – FictionPatrick’s Dinosaurs- by Carol CarrickDinosaurs Forever- William WiseDinosaur Day- Liza DonnellyDinosaur Pizza- Lee WardlawHome for a Dinosaur- Eileen CurranWhat Happened to Patrick’s Dinosaurs? – Carol CarrickMama Rex & T Series- Rachel VailBaby Triceratops- Beth SpanjianOh say can say Di-no-saur?- Bonnie WorthDanny and the Dinosaur Series- Syd HoffStanley- Syd HoffHow do Dinosaurs … books- Jane Yolen and Mark Teague

RESOURCES AND MATERIALS – Core CurriculumHougton/Mifflin Second grade Science Books

RESOURCES AND MATERIALS – PoetryTyrannosaurus Was a Beast- Jack Prelutsky“I’ll Never See a Dinosaur” – Joyce Hobbs“Company”- Bobbi Katz


IDEA PAGES 9

RESOURCES AND MATERIALS – Technologywww.yahoo.comwww.google.images.comwww.enchantedlearning.comwww.cde.ca.govwww.bobbikatz.comwww.joycehobbs.comwww.nationalgeographic.comwww.sdnhm.orgwww.merriamwebster.comwww.k12.nf.cawww.thenewschool.comwww.emerson.k12.nj.us/staff/rmkelly/custom/classwebpages/dreambig


http://www.emerson.k12.nj.us/staff/rmkelly/custom/classwebpages/dreambig

http://www.thenewschool.com/

http://www.k12.nf.ca/

http://www.merriamwebster.com/

http://www.sdnhm.org/

http://www.nationalgeographic.com/

http://www.joycehobbs.com/

http://www.bobbikatz.com/

http://www.cde.ca.gov/

http://www.enchantedlearning.com/

http://www.google.images.com/

http://www.yahoo.com/

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Paleontologist awards Cognitive Content Dictionary Observation Charts Poetry “Titles” Read Aloud “Title” – expository Personal Interaction – Share your favorite dinosaur and why Inquiry Chart – What do you know about dinosaurs? What are you interested in

learning about dinosaurs? Fossil realia Teacher Made Big Book – “The Important Thing About Dinosaurs” Videos

II. INPUT Graphic Organizer of World map, Map of North America, Time Line of Events

10-2 lecture with primary language Comparative input chart of lizard vs. bird hipped Read Aloud Narrative Input Chart “Once Upon a Daydream”

III. GUIDED ORAL PRACTICE Personal interaction: T-Graph on cooperation Guided reading practice of all charts Process Grid Poetry and chanting Picture File Cards Farmer-in-the Dell/Sentence Patterning Chart Exploration Report

IV. READING/WRITINGA. Total Class

Poetry group frame Found Poetry Cooperative Strip Paragraph Story Map Narrative Frame Guided Reading/Writing- flexible groups

B. Co-op Reading/Writing Ear to Ear Reading Focused Reading


PLANNING PAGES 2

Cooperative poetry writing Team Tasks ELD Group Frame Labeling of Charts Expert Groups- Leveled reading group Big Books

C. Individual Activities Learning logs Journals Individual tasks

D. Writer’s Workshop Mini-lesson Write Author’s Chair Conference

V. EXTENDED ACTIVITIES FOR INTEGRATION Poetry Music: Make fossils Diorama DVD Guest Speaker Computer Art Modeling Clay 20 Questions Mural Singing

VI. DAILY ACTIVITIES Read Aloud Personal Interaction Flexible Group Reading Silent Sustained Reading/Writing Listening Activities Oral Language Activities


PLANNING PAGES 3

VII. CLOSURE/ASSESSMENT Process all charts Process Inquiry Chart Portfolio assessment of individual tasks: teacher and self-assessment Team presentation Home/School Connection Big Book as team Learning Logs Letter home


SAMPLE DAILY LESSON PLANS

DAY 1:

FOCUS/MOTIVATION Paleontologist Awards – 3 Personal Standards Signal Word – Cognitive Content Dictionary Observation Charts with Picture File Cards Inquiry Chart Big Book – Shared Reading and Personal Interaction

INPUT World Map North American Map – fossil sites, major land forms, rivers, oceans, continents

o 10-2 primary languageo ELD Review/Learning Log

GUIDED ORAL PRACTICE T-Graph for social Skills – cooperation - team points Picture File Cards Exploration Report Personal Interaction Chants/Poetry

INPUT Pictorial Input – T-Rex

o 10/2 Primary Languageo ELD Review/Learning Log

READING/WRITING Reading-Writing choice time

o Interactive journals/Teacher Models Writer’s Workshop

o Mini lessono Free choice writingo Author’s Chair

CLOSURE Read Aloud Re-read Inquiry Chart, poetry and input charts Home/School Connection



DAY 2:

FOCUS/MOTIVATION 3 Personal Standards Signal Word – Cognitive Content Dictionary Process Home/School Connection Review input charts with word cards Poetry – highlighting and sketching

INPUT Comparative Input Chart – lizard –hipped (saurischians) vs. bird hipped (ornithischians)

dinosaurso 10/2 lecture with primary language groupso ELD Review/Learning Log

GUIDED ORAL PRACTICE Chants and Poetry

INPUT Narrative Input Chart

o 10/2 Primary Languageo ELD Review/Learning Log

READING/WRITING Flexible Group

o Expert groupso Team tasks

Interactive Journal Writer’s Workshop

o Mini-lessono Free-Choice Writingo Author’s Chair

CLOSURE Read Aloud Poetry/Chants Review Input Charts Home/School Connection



DAY 3:

FOCUS/MOTIVATION 3 Personal Standards Signal Word – Cognitive Content Dictionary Home/School Connection Process Inquiry Chart Review input charts with word cards, conversation bubbles

READING/WRITING Flexible Groups

o Expert Groupso Team tasks

GUIDED ORAL PRACTICE Sentence Patterning Charts

o Reading, trading and flip chant Poetry/Chants Mind Map Process Grid Cooperative Strip Paragraph

o Read, respond, revise, edit READING/WRITING

Writer’s Workshopo Mini lessono Free Choice Writingo Author’s Chair

CLOSURE Read Aloud Process Charts Home/School Connection



DAY 4:

FOCUS MOTIVATION 3 Personal Standards Signal Word – Cognitive Content Dictionary- Self Selected Vocabulary Review Narrative with story map Chants/Poetry Personal Interaction

GUIDED ORAL PRACTICE

Strip book

READING/WRITING Read Aloud

o Fictional story about dinosaurso Learning Log

Flexible group reading o ELD story retell (ELD Group Frame)o Advanced readers- Clunkers and Linkso Team Tasks

Oral Evaluation Team Share

Listen and Sketch

CLOSURE Read Aloud Chants/Poetry Home/School Connection



DAY 5:

FOCUS/MOTIVATION Signal Word – Cognitive Content Dictionary (Self Selected Vocabulary) Poetry/Chants Read Aloud

READING/WRITING Flexible Groups

o Coop Strip Paragraph/Struggling Emergent Readerso Team Tasks; Written Evaluation and Presentation

Ear-to-Ear Reading/Poetry Booklet

GUIDED ORAL PRACTICE Chants/Poetry Read the walls with personal CCD

CLOSURE Read Aloud Process Inquiry Charts Framed Letter home Evaluate week Home/School connection Take portfolios home

o Read/share with adults


Big BookTable of Contents

Paleontologists……………………………….Page 1

Pangaea……………………………………….Page 2

Triassic Period………………………………..Page 3

Jurassic Period………………………………..Page 4

Cretaceous Period…………………………….Page 5

About dinosaurs………………………………Page 6

Dinosaur’s diets………………………………Page 7

Other ancient creatures……………………….Page 8

Reproduction…………………………………Page 9


Dedication: This book is dedicated to our families. We would like to thank them for their patience, support, and understanding during this process.

Big Book

The important thing about dinosaurs is that their fossils teach us about the plants and animals that lived millions of years ago. (Repeats at the beginning of each big book page)

Paleontologists are scientists who study fossil remains to learn about what life on Earth was like long ago.

Paleontologists do research about the land. They decide where to dig for dinosaur fossils They use special tools to excavate. Picks, chisels, brushes and shovels help them. A mold is often made before paleontologists try to remove fossils from the sediment.

However, the important thing about dinosaurs is that their fossils teach us about the plants and animals that lived millions of years ago. (Repeats at the end of each big book page)PAGE 1

Pangaea

It has been hypothesized that the Earth’s land was all once connected about 250 million years ago in a gigantic, super-continent called “Pangaea” which means ‘all earth’.

Pangaea broke apart in the late Triassic Period Two smaller super-continents were formed. By the end of the Age of Dinosaurs, the land looked a lot like it does today.

PAGE 2

Triassic Period

The Mesozoic Era was divided into three time periods. The first was the Triassic period, which began 250 million years ago and lasted until 208 million years ago. The word Triassic means “three” which refers to the three layers of reddish/brown rock that formed during this time.

In the beginning, there were only reptiles and amphibians.

By the end of the Triassic Period small dinosaurs such as Coelophysis (see-lo-fise-iss) and Lesothosaurus (leth-soth-uh-sawr-us) appeared.

PAGE 3


The next time period of the Mesozoic Era was called the Jurassic Period. The Jurassic Period lasted from about 208 million years ago until 135 million years ago.

Dinosaurs really began to rule the land.

Sauropods such as Apatosaurus (also known as Brontosaurus) and Brachiosaurus appeared.

Carnivores like Megalosaurus “Big Lizard” were a threat to the gentle sauropods because of their knife-like teeth and razor sharp claws.

These dinosaurs were larger than their ancestors from the Triassic Period, but the gigantic dinosaurs were yet to come!

PAGE 4

From about 144 million years ago to 65 million years ago was the Cretaceous Period.

The Cretaceous Period got its name from chalky rock in southeastern England that was the first sediment studied from this time.

Humongous dinosaurs like Tyrannosaurus-Rex and Triceratops were alive. Then at the end of the Cretaceous Period, 65 million years ago, the dinosaurs suddenly

became extinct.PAGE 5

Dinosaurs

Dinosaurs were cold-blooded reptiles that lived on the land. They began to appear at the end of the Triassic Period about 165 million years ago. Most dinosaurs hatched from eggs.

Dinosaurs are divided into two families: bird-hipped (ornithischians) or lizard-hipped (saurischians).

No one knows what color or patterns the dinosaurs were. Dinosaurs went extinct suddenly 65 million years ago.

Dinosaurs are divided into two main groups, or families.

saurischians (saw RIHS kee uhnz) or “lizard- hips” hipbones similar to those of other reptiles ornithischians (awr nuh THIS kee unz) or “bird-hips” hipbones are more like those of birds.

PAGE 6


Dinosaurs’ diets were varied. Dinosaurs are classified as: carnivores, herbivores or omnivores.

Carnivores were: meat-eaters serrated, sharp teeth shaped like daggers walked on two legs.

Herbivores: ate plants walked on four feet had flat teeth that enabled them to grind their food.

Omnivores ate both meat and plants hypothesized fairly sharp teeth chewed small animals and insects.

PAGE 7 There were many ancient creatures that lived during the time of the dinosaurs, but were not really dinosaurs at all.

Pterosaurs, or “flying reptiles” Pteranodons and Pterodactylus –types of flying reptiles

Some ancient creatures also swam in the seas. Ichthyosaurs and Plesiosaurs - reptiles that lived in the sea.

PAGE 8

It is the belief of Paleontologists that most dinosaurs laid eggs.

fossilized dinosaur eggs found have been very different Hypselosaurus (hihp sehl uh SAWR uhs) or “high lizard” – largest egg about 10 inches wide smallest egg - belonged to Mussaurus (muh SAWR uhs), or “mouse lizard” egg was only an inch long

PAGE 9

Written by – Kathi Gomes and Jennifer Emigh


Once Upon a Dream By- Jennifer Emigh

As I sat in class one rainy afternoon listening to my teacher talk about subtraction, my mind began to wander back to our science lesson. Earlier in the day, our teacher Mrs. Richie told us that paleontologists use evidence from fossils to learn about dinosaurs and other plants from the past. I began to imagine what it may have been like when the dinosaurs roamed the earth. Did they have to do chores like I did? Did they have a bedtime or have to eat all of their vegetables? As I was thinking about these things, I drifted off to sleep…All of sudden, I was suddenly transported to the late Cretaceous period when the gigantic dinosaurs ruled the earth.

When I first arrived, I noticed how hot and steamy the air felt. It felt as though I had been standing in the bathroom with the hot water running filling the air with steam. I also saw the plants around me, there were ferns, flowering plants, and even some trees that looked like our modern day trees. As I began to explore my surroundings, I noticed some Triceratops near by. I couldn’t believe my luck! The kids back at school were never going to believe this. I looked carefully at the Triceratops and noticed some things about them that I had learned at school. The Triceratops had small, flat teeth because they were herbivores and their horns and frill were clearly on their bodies for defense. So I guess those paleontologists knew what they were talking about when they studied the fossils of the Triceratops to learn about the past and life during the dinosaur age.

After studying the Triceratops for a long while, I suddenly heard a great “ROAR”. When I turned around to see who had made that horrible noise, I saw a Tyrannosaurus Rex quickly chasing a smaller dinosaur. It looked like it was hunting! I moved quietly behind a large fern, hoping to watch and not been seen by the T-Rex. The T-Rex had short front arms and cat-like claws on its feet and a huge head! Oh, its teeth were sooo long and sharp. It looked as thought the T-Rex had knives for teeth. T-Rex was a carnivore, so it was trying to catch its prey, by chasing it while running on two legs. I noticed that when he ran, T-Rex kept its tail out for balance. His head was extremely large as well, much longer than my car back at home. Thankfully, the smaller dinosaur T-Rex had been chasing escaped into a cave. I didn’t want to see a carnivore eating a meal in front of me! I was amazed at how accurate the paleontologists who studied T-Rex’s fossils were because many of the things I had learned in school about T-Rex were true!

Suddenly, I woke with a start and my teacher Mrs. Richie was standing beside me asking for the answer to today’s daily math problem. Of course, I don’t have any idea what the answer to the problem is, but I do know that the paleontologists who study about dinosaurs and plant life sure can teach us a lot about life in the past. I can hardly wait for our next science lesson tomorrow.


DinosaurPoetry

Booklet

Paleontologist____________________________________


Dinosaur Here ThereWritten by- Jennifer Emigh

Dinosaurs here, dinosaurs there,Dinosaurs, dinosaurs everywhere!

Huge dinosaurs roaring,Fierce dinosaurs hunting,Gentle dinosaurs stomping,And hungry dinosaurs eating.

Dinosaurs in a swamp,Dinosaurs between two rocks,Dinosaurs near a volcano,And dinosaurs on a tall mountain.

Dinosaurs here, dinosaurs there,Dinosaurs, dinosaurs everywhere!Dinosaurs! Dinosaurs! Dinosaurs!

We love dinosaurs!


Dinosaur Sound OffWritten by- Jennifer Emigh

We just know what we’ve been told,dinosaur fossils are very old.Some are found beneath the earth’s thick crust,So excavating them carefully is a must!

Sound Off – DinosaursSound Off – FossilsSound Off - 1,2,3,4 Ancient Life!

Discovering a fossil is very rare,so when one is found it’s given great care.A hip bone here and a thigh bone there,never a finding a single hair!

(Chorus)

Dinosaurs traveled across the land,no barriers were found between the sand.Pangaea, was around don’t you know?So dinosaurs could travel to and fro.

(Chorus)

Many changes for the earth were afoot,with earthquakes and volcanic eruptions spewing lots of soot.The land broke apart into separate fragments,now we can find fossils on the seven continents.

(chorus)


I’m a PaleontologistWritten by – Kathi Gomes

I’m a paleontologist and I’m here to say,I study about dinosaurs everyday.Even though they are extinct - no longer here,When I excavate their bones, I give a cheer!Sometimes I find a footprint fossilized in stone,Other times I find an arm or a big leg bone.

Omnivores, Carnivores, Herbivores too,Doing the DINOSAUR BUGALOO!

As a smart scientist, I’m always looking for clues,To help uncover fossils in the ocean blue.Fossils can teach us about the past,And help us understand which dinosaur was the last!Digging in rocks is so much fun,Often I find pieces of a skeleton.

Omnivores, Carnivores, Herbivores too,Doing the DINOSAUR BUGALOO!

Stegosaurus, Triceratops, and T-Rex, three,Are very interesting creatures in Paleontology!I study all the fossils I possibly can,Searching everywhere in the sea and land.I travel the world looking here and there,To bring home the many fossils that I love to share!

(Chorus)


I’ll Never See a DinosaurWritten by Joyce Hobbs

I’ll never see a dinosaur come walking down the road,But they left clues that they were in fossils very old.I’ll never see a dinosaur no matter where I go,But I know that they lived because their fossils tell us so!

Some ate plants like ferns and trees; they were herbivoresBut some munched on their enemies, cause they were carnivores.Some had teeth six inches long; some had none at all.Some were very big and strong and some were weak and small.

Some had wings to soar and fly, they were everywhere,They stretched their wings up in the sky and glided through the air.Some had paddles; some had fins, swimming in the sea,Some had necks so long and thin, devouring all they’d see!


I Know A DinosaurWritten by- Kathi Gomes

I know a humungous dinosaur,A very powerful dinosaur,

A terribly, vicious dinosaur,That lived during the Jurassic Period.

It had gigantic, strong jaws,And powerful legs with sharp claws.

It had sharp, razor-like teeth,To rip and tear its meat.

I know a humungous dinosaur,A very powerful dinosaur,

A terribly, vicious dinosaur,Whose name is Tyrannosaurus Rex!


Is This a Dinosaur?By Jennifer Emigh and Beth Carli

Is this a dinosaur? Yes ma’am.Is this a dinosaur? Yes ma’am.How do you know? It’s a reptile.How do you know? It hatched from an egg.

How do we know? We’ve found fossils.Who did? Paleontologists.Is it still alive? No it’s extinct.When did it live? Long ago.

Why did they die? No one knows.Why did they die? Maybe an asteroid?Well now are we through? Yes ma’am.Did you tell me true? Yes ma’am.

And what did you chant? About a dinosaur.What did you learn? They’re exinct.


Poetry Frame“T-Rex, T-Rex, What Do You See?”

(Adapted from “Brown Bear, Brown Bear, What Do You See?”)Written by Kathi Gomes

T-Rex, “lizard king”, what do you see? _________ ,_________, what do you see?I see Triceratops looking yummy to me! I see ______________________________

Triceratops, “three-horned face,” whatdo you see? __________, _________ , what do you see?I see Ankylosaurus, a plant-eater, justlike me! I see_______________________________

Ankylosaurus, “curved lizard”, what do you see? ___________,_________, what do you see?I see gigantic Apatosaurus looking at me! I see_______________________________

Apatosaurus, “deceptive lizard”, whatdo you see? __________, _________, what do you see?I see Ornithomimus, a meat and plant-eater, glaring at me! I see ______________________________

Ornithomimus, “bird mimic”, whatdo you see? _________, __________, what do you see?I see a paleontologist digging up me! I see_______________________________


CompanyBy Bobbi Katz

I’m fixing a lunch for a dinosaur.Who knows when one might come by?I’m pulling up all the weeds I can find,I’m piling them high as the sky.I’m fixing a lunch for a dinosaur.I hope he will stop by soon.Maybe he’ll just walk down my streetAnd stop for lunch at noon.


Home /School ConnectionDinosaurs

The job of a paleontologist is a very exciting one. Write and sketch about the job of a paleontologist. Share with an adult.

When you grow up, what kind of a job do you want to have? Write and sketch about that job. Share with an adult.

Student’s signature_______________________ Date___________

Adult’s signature_________________________


Casa/Escuela ConexiónDinosaurios

El trabajo de un paleontólogo es muy interesante. Escribe y dibuja del trabajo de un paleontólogo. Comparte con un adulto.

¿En el futuro, que tipo de trabajo usted desea tener? Escriba y dibuja de ese trabajo. Comparte con un adulto.

Firma del estudiante: _______________________ fecha: _______________

Firma del adulto: __________________________


Home/ School ConnectionDinosaurs

Name and sketch at least three kinds of dinosaurs. Share with an adult.

Name and sketch your favorite dinosaur. Share with an adult.

Student’s signature_____________________ Date_______

Adult’s signature_______________________



Favor de anotar y dibujar por lo menos tres clases de dinosaurios. Comparte con un adulto.

Anota y dibuja tu dinosaurio preferido. Comparte con un adulto.

Firma del estudiante: _______________________ fecha: _____________

Firma del adulto: __________________________


Home /School ConnectionDinosaurs

Conduct a survey and tally your results on the chart below.Ask people how they feel about dinosaurs.

Questions to ask: Yes No

1. Do you like them? _________ ________

2. Do you dislike them? _________ ________

3. Would they have scared you? _________ ________

4. Do you think it would have been fun to live with them? __________ _________

What can you say about the results of your survey?_____________

Student’s signature_______________________ Date__________

Adult’s signature_________________________



Conduzca este cuestionario y marque sus resultados en la carta abajo. Pregunte a gente como se sienten sobre dinosaurios.

Preguntas: Si No

1. ¿Te gustan los dinosaurios? _________ ________

2. ¿No te gustan los dinosaurios? __________ ________

3. ¿Le habrían asustado? __________ ________

4. ¿Usted lo piensa habría sido diversión a vivir con ellos? __________ ________

¿Que puedes observar de los resultados de tu cuestionario? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Firma del estudiante: _________________________ fecha: _____________

Firma del adulto: ____________________________


Home School ConnectionDinosaurs

Share your favorite activity from the dinosaur unit with an adult. Do you think we should teach this unit to next year’s second grade class? Explain and sketch.

Student’s signature__________________________ Date____________

Adult’s signature____________________________ Date____________


Escuela/Casa ConexionDinosaurios

Compartir con un adulto su actividad favorito de tus estudios en dinosaurios. Piensas que debemos ensenar esto sujeto a la clase en el proximo ano? Explica y dibuja.

Firma del estudiante_________________________ Fecha: __________

Firma del adulto____________________________ Fecha:___________


Expert GroupsName of Dinosaur: Triceratops Meaning: Triceratops means “Three-Horned Eye”.

Location of Fossils: (Where it lived) Bones and fossils of the Triceratops were found in western Canada. They were also found in the United States, in Montana, South Dakota, North Dakota, and Wyoming.

Physical Characteristics: (What it looked like)Triceratops had three horns on its large head. A large bony frill with points on the edges

stuck out from the back of its head. It had forward-pointing 3’ horns, with the shorter horn above the eyes. It could be up to 25-30 feet long and weigh 7-12 tons.


Diet: (Food)Triceratops was an herbivore, a plant eater. It could chew small plants well with its cheek

teeth.

Order/Type of Hips:The Triceratops belongs to the Ornithischia Order. This means is was “bird-hipped”.

Period: (When it lived)Triceratops lived in the late Cretaceous Period, about 72 –65 million years ago.

Life Cycles:Triceratops reproduced by laying eggs. The young resembled their

parents with similar physical characteristics.


Expert GroupsName of Dinosaur: ApatosaurusMeaning: Apatosaurus means “Deceptive Lizard”.

Location of Fossils: (Where it lived) Bones and fossils of the Apatosaurus were found in the United States, in Colorado, Utah, Oklahoma, and Wyoming.

Physical Characteristics: (What it looked like)Apatosaurus was about 70 - 90 feet long. It weighed 33-38 tons, about the same amount

as five African elephants! Apatosaurus walked on four thick legs. It had a long neck and tail. Apatosaurus had peg-shaped teeth, and swallowed stones to help with digestion of tough plants.


Diet: (Food)Apatosaurus was an herbivore. It ate plants, but did not chew its food.

Order/Type of Hips:Apatosaurus belongs to the Saurischian Order. This means it had “lizard hips”.

Period: (When it lived)Apatosaurus lived during the late Jurassic period, about 157 – 146 million years ago.

Life Cycle:Apatosaurus reproduced by laying eggs. The young

resembled their parents with similar physical characteristics.


Expert GroupsName of Dinosaur: OrnithomimusMeaning: Ornithomimus means “Bird Mimic”.

Location of Fossils: (Where it lived)Bones and fossils of Ornithomimus were folund near Denver, Colorado, in the United

States.

Physical Characteristics: (What it looked like)Ornithomimus was about 15-20 feet long, and 6-8 feet tall. It had a long neck, a toothless

beak, and a large brain. It also had a long, stiff tail and hollow bones. The Ornithomimus ran very fast,(45 mph) on two strong legs. Each foot had three toes with claws.


Diet: (Food)The Ornithomimus was an omnivore, it ate both plants and small animals. Its diet

included insects, small reptiles and mammals, eggs, fruit, and leaves.

Order/Type of Hips:The Ornithomimus belongs to the Ornithischian Order. This means it had “bird hips”.

Period: (When it lived)Ornithomimus lived in the late Cretaceous Period, about 76 –65 millions years ago.

Life Cycle:Ornithomimus reproduced by laying eggs. The young resembled their parents with similar

physical characteristics.


Expert GroupsName of Dinosaur: Ankylosaurus Meaning: Ankylosaurus means “Curved Lizard”.

Location of Fossils: (Where it lived) Bones and fossils of Ankylosaurus have been found in the western United States, in Montana, and in Canada.

Physical Characteristics: (What it looked like)Ankylosaurus was 25 - 35 feet long, 6 feet wide, and 4 feet tall. It weighed 5 tons. It was

an armored dinosaur, with two rows of spikes along its body. The spikes protected it from enemies. Ankylosaurus also had a strong club-like tail.


Diet: (Food)Ankylosaurus was an herbivore, a plant eater. It ate huge amounts of low-lying plants.

Order/Type of Hips:Ankylosaurus belongs to the Ornithischia Order. This means it had “bird hips”.

Period: (When it lived)Ankylosaurus lived during the late Cretaceous Period, about 70 – 65 million years ago.

Life Cycle:Ankylosaurus reproduced by laying eggs. The young resembled their parents with similar

physical characteristics.


Dinosaur Name

Location of Fossil Type

Physical Characterisitc

s

Diet Period Life Cycles

Tyrannosaurus Rex "Tyrant Lizard"

Canada, Southwestern United States,

Montana

short arms 48' length 20' 7 tons cat-like claws 5' long head, 6 - 9"

teeth

meat-eater, carnivore, eats

large plant-eating dinosaurs,

Cretaceous Period, 85 - 65 million

years ago, Order: Saurischian

T-Rex reproduced by laying eggs, the young resembled

their parents

Ankylosaurus,"Curved Lizard"

Canada, United States - Montana

25' - 35' in length, 6' wide, 4'

tall,weight - 5 tons,covered with armored plates-

protection,powerful club-like tail

herbivore, plant-eater

late Cretaceous Period, 70 - 65

million years ago, Order:

Ornithischian

Ankylosauraus reproduced by

laying eggs, the young resembled

their parents

Triceratops, "Three-Horned

Eye"

Canada, United States - Montana,

South Dakota, North Dakota,

Wyoming

three-horned face, forward-pointing 3' horns ,shorter horn above eyes spikes, 9 meters (25 -30') long, weight - 12 tons, bony frill around neck

herbivore, eats small plants, grass

Cretaceous Period - 72 -65 million

years ago, Order: Ornithischian

Triceratops reproduced by


their parents

Apatosaurus, "Deceptive Lizard"

United States -Colorado,

Oklahoma, Utah, Wyoming

slow, heavy body, thick legs, 70' - 90' long, weight - 33-

38 tons, ( 5 African Elephants!) walked on four legs, long

neck and tail,swallowed

stones for digestion - help grind tough plants, peg-shaped teeth, nostrils- top

of head

herbivore, plant-eating

late Jurassic Period, 157 - 146 million years ago, Order: Saurischian

Apatosaurus reproduced by


their parents

Ornithomimus, "Bird Mimic"

Canada, United States - Montana,

Wyoming

toothless beak, long neck, stiff tail,

3 -toed feet with claws, 15' - 30' long, 6 - 8 ' tall,

large brain, hollow bones, runs fast - 45 mph,(about as fast as an ostrich)

omnivore, plant and meat-eater,

plant leaves, insects, eggs, fruit, small reptiles and

mammals

Cretaceous Period, 76 -65 million

years ago, Order: Ornithischian

Ornithomimus reproduced by


their parents,


Name______________________________ Date__________

Tyrannosaurus Rex Pre/Post Test

1. T-Rex was a plant-eating dinosaur. True or False

2. T-Rex had long arms. True or False

3. T-Rex had large sharp teeth. True or False

4. How tall was T. Rex? Circle one:

20 feet tall 115 feet tall 35 feet tall

5. How many fingers did T. Rex have on each hand? Circle one.

3 18 1 5

6. What does Tyrannosaurus Rex mean?__________________

7. Where have the fossils of T. Rex been found?___________

8. In what time period did T-Rex live? ___________________

9. Did T-Rex lay eggs? ________________


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