Science

__**﻿Lesson 1 **__ __Objectives __: 1. Students will describe the difference between meat-eating dinosaurs and plant-eating dinosaurs. 2. Students will classify dinosaurs as meat-eaters (carnivore), plant-eaters (herbivore), or both (omnivore). __Materials __: hand-held mirrors, worksheet __What Did the Dinosaurs Eat__, pencils, science journals __Procedure __: Ask students what the words habitat, carnivore, herbivore, and omnivore mean. Discuss and define these terms with students. Have them write the words in their science journals and illustrate each word and write what each vocabulary word means in their own words. Show students pictures on the computer of dinosaur habitats. Explain to students that we know that all different kinds of dinosaurs lived on the earth millions of years ago. We know this because of fossils. Fossils tell us there were dinosaurs of different shapes, sizes and types. We also know there were different kinds of plants because of fossils. Today we are going to learn about meat-eating, and plant-eating dinosaurs and dinosaurs that eat both meat and plants. With small hand-held mirrors have students examine and describe their teeth. The front teeth are long, wide and flat; there are four of these. The next ones are long, round and have a point; there is only one of these longer ones on each side of my mouth. The molars are next and are round and short but are rough on the top; we have two or three of the molars on each side of our mouths. The incisors, pointy teeth, are used for tearing meat. The molars are used for grinding and mashing food. The long flat teeth in the front are for biting and eating plants/vegetables/fruit. Ask students: What do we think if a dinosaur skull is found and all its teeth, but a few front ones, are flat? (That they were plant eaters.) What do we think if a dinosaur skull is found and all its teeth, but a few front ones, have sharp points? (That they were meat eaters.) Students will be given given the worksheet __What Did the Dinosaurs Eat__. They will read online about meat-eaters and plant-eaters and fill out the worksheet. This is the website students will use to read about meat-eating and plant-eating dinosaurs []. The worsheet can be printed out from this website [].

__Objectives __: 1. Students will design a dinosaur diorama. 2. Students will create a dinosaur diorama. __Materials and procedure__: Go to website []. Print and copy page for students. This page explains materials and procedure for creating a dinosaur diorama. Give each student this page and have students create their own dinosaur diorama.
 * __Lesson 2 __**

**__Lesson 3__** __Objectives__: 1.Students will explain that scientists have theories about what dinosaurs were like but that they don't really know for sure. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%;">2. Students will describe how evidence is used to try to determine what a dinosaur looked like and how it behaved. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%;">3. Students will use evidence to support a theory about dinosaurs. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%; layout-grid-mode: line; margin: 0in 0in 0pt;">4. Students will explain that when two scientists disagree about a theory, they can still both be practicing good science. __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; layout-grid-mode: line; margin: 0in 0in 0pt;">Materials __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; layout-grid-mode: line; margin: 0in 0in 0pt;">: chart paper, markers, copies of What Remains? worksheet, copies of Dinosaur Footprints worksheet, copies of What Happened Here? worksheet __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">Procedure __: <span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;"> Explain to students that they are going to learn about how scientists use evidence left by the dinosaurs to tell what dinosaurs looked like and how they behaved. Let students know that they will be trying to decide some things about dinosaurs from what dinosaurs left behind. Ask the members of the class to raise their hands if they have ever seen a re-creation of a dinosaur in a movie or on television. Ask them to name some movies in which they have seen these things. You can also ask them to name some places where they have seen or could see dinosaur skeletons or models. Next, ask the members of the class to raise their hands if they have ever seen a real live dinosaur—not a dinosaur in a movie or in a museum. Ask them if anyone in the world has ever seen a living dinosaur. Ask them what remains of dinosaurs that lived millions of years ago. Explain to students that dinosaurs lived so long ago that no human being has ever seen a real one, which means that the best we can do is have theories about what they looked like and how they behaved. Tell them that scientists who study dinosaurs are called paleontologists (write this word on the chalkboard) and that some theories that paleontologists have had about dinosaurs have been proven wrong. For example, in the movie //Jurassic Park//, giant sauropods (plant eaters) are seen standing on their hind legs to eat leaves off of tall trees, but many scientists do not believe that sauropods ever did that!Distribute copies of the “What Remains?” blackline master to your students. Remind students that skeletons are the only remains we actually have of dinosaurs. Ask them to figure out which parts of the drawing the artist would have had to make up. Explain to students that scientists use clues to develop theories about dinosaurs. Tell them about fossils (write this word on the board as well), and explain that fossils include dinosaur bones, dinosaur footprints, dinosaur teeth, and even dinosaur eggs. Distribute copies of the “Dinosaur Footprints” blackline master to your students. Explain that paleontologists can use footprints to learn about what dinosaurs looked like and how they behaved. Explain that the blackline master contains two sets of footprints from two different dinosaurs. Ask your students to choose partners and work together to write a sentence about what each set of footprints reveals about each dinosaur, as well as a sentence about how the two dinosaurs are different from each other. Make sure that students explain what characteristics of each footprint led them to their conclusions. Bring the class together again and ask students to share what they have written. Guide students to provide evidence to support their theories about what each dinosaur might have looked like (this is an important part of the evaluation). Explain that scientists must always rely on evidence when making important conclusions. Distribute copies of the “What Happened Here?” blackline master to students. Ask them to look at the picture and try to decide what they think might have happened to the dinosaurs whose footprints they are examining. (They can work with the same partners.) Have your students write what they think happened and support their ideas with evidence from the picture. (Again, this is an important part of the evaluation.) Students will have roughly 10 minutes to decide what happened and write out a few sentences. Different students may have different ideas about what they think happened—there is no “correct answer.” It is important only that students can point to evidence from the tracks to support their ideas. Bring the whole class together again; then invite pairs of students to tell what they think happened to the dinosaurs. They must be able to point out which elements of the picture led them to their conclusions. If students disagree with each other, remind them that scientists disagree all the time, and that the important thing is to respect each other's theories. The only measure of a good theory is the evidence that supports it. This information and worksheets can be found at []. __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">Objectives __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">: 1. Students will examine fossils and gather evidence from experts to see how Sauropods lived. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">2. Students will sort the layers of time to show how fossils form over millions of years and collect dinosaur cards. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">3. Students will write an acrostic poem about dinosaurs. __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">Materials __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">: website []#, computers, printer, paper, pencils __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">Procedure __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">: Students will work together in pairs at a computer. They will play the game called Living Large and examine fossils and gather evidence to see how Sauropods lived. Then students will play the game Layers of Time to show how fossils are formed. Students will play all three levels and collect all three dinosaur cards. These cards can be printed for students to keep. Individually, students will write an acrostic poem about dinosaurs.
 * __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">Lesson 4 __**

__<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">Objectives __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">: 1. Students will explain how fossils are formed. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">2. Students will create their own fossils. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">__Materials__: bucket, plaster of paris, water, paper cups, vermiculite (available at garden supply stores), small plastic dinosaurs, wooden spoon, heavy-duty plastic spoons or metal spoons, Jr. Paleontologist Cerficates <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">__Procedure__: Ask students in their own words to explain how fossils are formed. Explain to students that today they will be creating their own fossils. Directions for making fossils: Mix equal amounts of water, Plaster of Paris and vermiculite (though the vermiculite can be less) in a bucket. Pour a small amount in paper cups. Give each student a cup. Have students add one plastic dinosaur to their cup and cover the toy with remaining mixture. Don't pour the remaining mixture down any drains. Let the mixture dry for 1 or 2 days. But watch out, if you wait too long it'll be too hard to use. Take the paper cup off the “rock.” Now time for the dig! Children can use spoons or, with careful supervision, use mallets. Warn the children to be careful when they're close to the “fossil,” since they wouldn't want to destroy their treasure. If you have a budding paleontologist on your hands get out a paint brush so she can dust off the indentations in the “fossil.”
 * __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%; margin: 0in 0in 0pt;">Lesson 5 __**