Diggin’ Dinos
Materials
Six large plastic Rubbermaid storage boxes
Sand
Dirt
Twenty-five scoops
Laminated pictures of different plants and animals from the three periods: Triassic, Jurassic, and Cretaceous.
Unlined paper
Crayons, markers, or colored pencils
Two each of the following labels: 1/Triassic, 2/Jurassic, 3/Cretaceous
Tape
Scissors
Three very large labels of the three periods
Focus and Review
Last week we learned about archaeologists.  Can anybody remind the class what an archaeologist does?
Statement of Objective
Today we will learn about what a paleontologist does.  We will also learn about the three periods in which dinosaurs lived.
Teacher Input
Draw a timeline of the three periods dinosaurs lived on the board.  Include important information including what types of plants and animals were typical and which were new organisms that developed. Show the students pictures of a few of the organisms. See enclosed review for teacher.
Guided Practice
Divide the students into six groups. Send each of the groups to one of the six dinosaur digs the tubs should be labeled A, B, and C. Rotate the groups every 15 minutes making sure that each group visits every letter.
 Ask the following questions during the activity:
- What kind of plants have you found?
- What kind of animals have you found?
- Why do you think you found those organisms in this particular site?
- What period do you think you are digging in?  Why?
Have a discussion about which period they believe each of the containers represents.  Then have different students tape the correct labels to the containers.
Independent Practice
Have the students pick up a piece of paper each and return to their seats. Students should also pick up art supplies for their table. They should divide the paper in fourths and then complete a sketch and write a few key phases about their findings for each of the three periods they visited.  This assignment should be done individually.  Have them cut out the different sections.
Closure
Tape the large labels to three different walls and then have several students stand up and explain their creations. Students should tape their periods to the different walls of the classroom.
 

Check the Smithsonian’s website
http://www.nmnh.si.edu/paleo/dino/
and the San Diego Natural History musuem’s website http://www.sdnhm.org/exhibits/lostworld/teachersguide/background.html for more information.
 

How Big is that Dino Really?
Materials
Sidewalk chalk
Measuring tapes-6
Pictures of various dinosaurs
Focus and Review
Could anyone tell me what a Paleontologist does?  What is a word problem?
Statement of Objective
Today we will study how much different dinosaurs weighed and how big they really were.
Teacher Input
The teacher should instruct the students to get back into their groups from the previous day.  She should then assign each group one dinosaur from the Dinosaur Weights and Measures sheet located at http://www.sdnhm.org/exhibits/lostworld/teachersguide/weightsandmeasures.html.
Two children will be handed chalk per group. Two children will share the measuring tape.  The last child will be handed the paper will the dinosaur’s vital statistics.  The teacher should then explain that we are trying to visualize a dinosaur’s true size.
Using the measurements and pictures, the students will use their measuring and art skills to portray the dinosaur on the blacktop. The name of the dinosaur should be written clearly nearby.  The students view their classmates work.
Guided Practice
Then the class should sit in a circle and discuss the differences in dinosaur sizes.
- What was the longest dinosaur?
- What was the shortest dinosaur?
- Why do you think dinosaurs were different shapes and sizes?
- What were the advantages of being a bigger dinosaur?
Independent Practice
The students should be lead back to their classroom and then should complete the worksheet.
Closure
Word problems are related to real life problems. Sometimes in order to understand and complete the problem we must visualize the situation.  Today, the problems were about dinosaurs.  What else could word problems be about?  How would you go about visualizing the problem?

Day Three
“Exploring Dinosaurs with the Computer”

Materials
-computer software (MSB: Explores the Age of Dinosaurs)
-computers in the computer lab

Focus and Review
Ask students what they remember from yesterday’s lesson.  Review the lesson on dinosaurs, including the math integration they learned as well as the background of dinosaurs and the three prehistoric periods they lived in (Triassic, Jurassic, and Cretaceous).

Statement of Objectives
“Now that we have learned about the history of dinosaurs, the different types of dinosaurs, and their various sizes, today we are going to go to the computer lab to explore the world of dinosaurs through a fun and exciting computer game called Magic School Bus: Explores the Age of Dinosaurs!”

Teacher Input
--Tell students that they will be going to the computer lab, but we need to go over the rules of the lab before we get in there.
1. Form a straight and orderly line.
2. Walk quietly down the hall.
3. Find a seat in the computer lab.
4. Once they have found a seat, wait for the teacher to give instructions.
--To open the software (which is already in the computer), instruct them to double-click on the icon that says My Computer.  Next, click on the icon that has the MSB dinosaur.
--Once they have opened the game, tell them they have one hour to have fun exploring the game.

Guided Practice
Students will individually explore MSB: Explores the Age of the Dinosaurs as they learn about the three prehistoric periods as well as the different dinosaurs.  They will try to replace Mrs. Frizzle’s special dino pictures as they explore.

Independent Practice
Have the students create a timeline of their journey through the age of the dinosaurs.  Make sure they include details of the Triassic, Jurassic, and Cretaceous periods.  Also, make sure they note what they did, what they found, and how far they got at the end of the game.

Closure
Pull students together in a group to discuss their explorations.  Give each student an opportunity to share what they found, and what interested them.

Hardin Park Elementary
Memo
To: All Parents
From: The Teachers:  Daniel, Erin, and Sabrina
Date: 5/02/2002
Re: San Diego Natural History Museum Visit

On Monday, April 29th, 2002.  We will be going to the San Diego Natural History Museum. This trip has been paid for by the Parent/Teacher Association.  Thank You very much!  The bus will be leaving at 7:15 SHARP! So please be on time!  Sorry, We have been asked to NOT bring any backpacks or bags into the museum, due to security restrictions.  We have planned to have lunch upon arrival at the museum.  Plenty of snacks and drinks for the way home have also been packed.  Please be at the school parking lot promptly at 6:00.   We are sure to have a fabulous day!