Tyrannosaurs Meet the Family
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1 Tyrannosaurs Meet the Family Teacher resource Years 1 to 8 An exhibition at the Museum of New Zealand Te Papa Tongarewa, developed by the Australian Museum 27 September 2014 to 8 February 2015 [Logos, as per web page] 1 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
2 Contents Tyrannosaurs Meet the Family... 1 Contents... 2 About this resource... 3 Curriculum links... 4 Background information... 6 Class activities Activity resources of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
3 About this resource This resource was designed to support a visit to Tyrannosaurs Meet the Family while it was at Te Papa since the exhibition finished it has been adjusted to be a stand-alone resource about tyrannosaurs and dinosaurs. Inside, you ll find information about the dinosaurs, and specifically tyrannosaurs, as well as some class activities to support your students learning. 3 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
4 Nature of Science Curriculum links The resource is directly relevant to the strands from the Science learning area of the New Zealand Curriculum in the table below. Some of activities are also linked to the Arts, Numeracy (mathematics and statistics), Technology, and Literacy learning areas. Levels 1 & 2 Level 3 Level 4 Level 5 Understanding Understanding Understanding Understanding about science about science about science about science Appreciate that Appreciate that Appreciate that Understand that scientists ask science is a way science is a way scientists questions about of explaining the of explaining the investigations are our world that world and that world and that informed by lead to science science current scientific investigations and knowledge knowledge theories and aim that open- changes over changes over to collect mindedness is time. time. evidence that will important be interpreted because there through the may be more than process of logical one explanation. argument. Communicating in Communicating in Communicating in Communicating in science science science science Build their Begin to use a Begin to use a Use a wider language and range of scientific range of scientific range of science develop their symbols, symbols, vocabulary, understandings of conventions, and conventions, and symbols, and the many ways vocabulary. vocabulary. conventions. the natural world can be represented. 4 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
5 Living World Levels 1 & 2 Level 3 Level 4 Level 5 Evolution Evolution Evolution Recognise that there are lots of different living things in the world and that they can be grouped in different ways. Explain how we know that some living things from the past are now extinct. Begin to group plants, animals, and other living things into science-based classifications. Explore how the groups of living things we have in the world have changed over long periods of time. Begin to group plants, animals, and other living things into science-based classifications. Explore how the groups of living things we have in the world have changed over long periods of time. Life processes Life processes Life processes Recognise that all Recognise that Recognise that living things have there are life there are life certain processes processes requirements so common to all common to all they can stay living things and living things and alive. that these occur that these occur in different ways. in different ways. 5 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
6 Background information In this section: What s a dinosaur? (below) What s a tyrannosaur? (page 8) Tyrannosaurs featured in the exhibition (page 9) Fossils (page 10) What s a dinosaur? Dinosaurs are a group of animals that share the identifiable features in the diagram below. Diagram of Eoraptor skeleton showing the main physical features of dinosaurs 6 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
7 What s a tyrannosaur? Four main features distinguish tyrannosaurs from other dinosaurs. Four features specific to tyrannosaurs Fused nasal bones D-shaped teeth Special hip features Long hind legs Only tyrannosaurs had fused nasal bones in their skulls. The fused bones strengthened their snouts and gave them a stronger bite. Only tyrannosaurs had D-shaped teeth at the front of their upper jaws. These were good for scraping or pulling, while other teeth could slice, tear, and crush. Only tyrannosaurs had a ridge of bone at the top of their hips, to which their strong leg muscles were attached. Tyrannosaurs had relatively long hind legs compared to other theropod (two-legged, meat-eating) dinosaurs. Features shared with other dinosaurs Stood on two legs All tyrannosaurs stood on two legs, but so did many other dinosaurs. Tail All tyrannosaurs had tails, but so did every other dinosaur. Small arms Most tyrannosaurs had small arms, but so did many other dinosaurs. Ribs and torso All tyrannosaurs had ribs, but so did every other dinosaur. 7 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
8 Tyrannosaurs featured in the exhibition Common name Scientific name (genus and species) Time period Time (millions of years ago) Body length Region Proceratosaurus Proceratosaurus bradleyi Mid Jurassic m Europe Kileskus Kileskus aristotocus Mid Jurassic m Asia Guanlong Guanlong wucaii Late Jurassic m Asia Aviatyrannus Aviatyrannus jurassica Late Jurassic m Europe Stokesosaurus Stokesosaurus clevelandi Late Jurassic m Juratyrant langhami Yutyrannus Dilong Raptorex Xiongguanlong Eotyrannus Sinotyrannus Appalachiosaurus North America Juratyrant langhami Late Jurassic m Europe Yutyrannus huali Dilong paradoxus Raptorex kriegsteini Xiongguanlong baimoensis Eotyrannus lengi Sinotyrannus kazuoensis Appalachiosaurus montgomeriensis Early Cretaceous Early Cretaceous Early Cretaceous Early Cretaceous Early Cretaceous Early Cretaceous m Asia m Asia m Asia m Asia m Europe m Asia Late Cretaceous m Daspletosaurus Daspletosaurus torosus Late Cretaceous m Gorgosaurus Gorgosaurus libratus Late Cretaceous m Bistahieversor Bistahieversor sealeyi Late Cretaceous m Teratophoneus Teratophoneus curriei Late Cretaceous m North America North America North America North America North America Zhuchengtyrannus Zhuchengtyrannus magnus Late Cretaceous m Asia Tarbosaurus Tarbosaurus bataar Late Cretaceous m Asia Albertosaurus Albertosaurus sarcophagus Late Cretaceous m North America Alioramus Alioramus altai Late Cretaceous m Asia Dryptosaurus Dryptosaurus aquilunguis Late Cretaceous m Nanotyrannus Nanotyrannus lancensis Late Cretaceous m T. rex Tyrannosaurus rex Late Cretaceous m North America North America North America 8 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
9 Fossils We know about dinosaurs from finding and examining their fossils. What are fossils? Fossils are the remains or traces of plants or animals preserved in rocks, soil, ice, or amber. Fossilisation is the process by which fossils form. Fossilisation of a whole plant or animal is very rare. Usually, only the hard parts of plants (such as seeds and wood) or animals (such as bones and teeth) become fossilised. What main types of fossil are there? There are two main types of fossil: imprints mineralised fossils. Imprints occur when animals or plants die and leave physical impressions of themselves (such as footprints) in earth that is then covered by sediment. Over time, the sediment sets to become rock, leaving the imprints long after the original material has disappeared. Raindrops and ripples can also make impressions in mud and sand and become fossilised. Mineralised fossils occur when animals or plants are encased in or absorb minerals from the surrounding rock or underground water. These minerals replace the original material. Examples of mineralised fossils include fossilised bones, shells, and wood (known as petrified wood). Opalised fossils occur when the specimen has been replaced by silica. Limestone fossils result when calcium carbonate has replaced or filled porous gaps in the specimen. How do mineralised fossils form? Most animals and plants that become fossilised either lived in water or were washed into it after they died. 1. Their soft parts then rot away, leaving the woody parts, bones, teeth, or shell. 2. These hard parts become buried under layers of sediment, sand, mud, or lime, usually in a lake, swamp, or cave. 9 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
10 3. The sand, mud, or lime covering the hard parts that haven t rotted turns into sandstone, shale, or limestone. 4. The layer encasing the fossil is compressed as more layers press down on it. Over millions of years, it becomes rock. 5. During rock formation, all parts of the plants or animals are replaced by minerals. 6. The fossil-containing rocks are lifted up during movements of the Earth s surface. 7. The rocks may be weathered by wind, rain, and sun. 8. The fossils may become exposed so that they can be seen. 9. The fossils may be dug out by a collector, palaeontologist or someone like you! How are fossils found? By accident By looking or fossicking in a likely area By systematic searching with large digging equipment and explosives How do you get fossils out of rocks? By using chisels and hammers to chip the fossils out By dissolving rocks in acid baths, leaving the bone imprints intact By splitting the rocks open along their layers How are fossils identified? By comparing them with something that exists today By comparing them with other fossils By making educated guesses as to possible relatives of the fossilised specimen By continually searching for new fossils of the same type to build knowledge about them How are fossils dated? By radiometric dating a technique that measures the amount of a particular radioactive element in the fossil. By comparing fossils from one layer of rock with those from a nearby layer that have already been dated by radiometric dating By comparing fossils from one site with similar fossils from another site that have already been dated by radiometric dating What are fossils used for? To find out about the plants and animals that lived a long time ago and are now extinct To find out about the world s environment a long time ago 10 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
11 Class activities To make the most of your visit, we recommend that you prepare your students with some of the following activities. You can adjust the level to fit your particular students. 1. What are the characteristics of dinosaurs? Provide your students with pictures or models of dinosaurs. We have included some images at the back of this kit, and many more are available online from sites such as: Science Kids: The Natural History Museum s Dino Directory: Have the students form groups, choose one dinosaur, and discuss the following questions. Which dinosaur do you think this is? How do you know? Have you seen one like this before? If so, where? How do you think the dinosaur moved? Why do you say that? Do you think it had senses like yours? Why or why not? What features of the dinosaur suggest that it could taste, see, smell, and/or hear? What might it have eaten? How do you think it found food? What makes you think that? In what type of habitat might you have found the dinosaur? How many years ago might it have lived? Do you think it laid eggs? Cared for its young? Why? How might the dinosaur have protected itself with a bite, speed, or camouflage? Do you think it hid? Tried to make itself look bigger? Why or why not? 11 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
12 2. What is a tyrannosaur? Discuss the following as a class. (See the Background information section on page 7 for details.) What is a tyrannosaur? What features do you think made it different from other known dinosaurs? Give your students the pictures of tyrannosaurs included at the back of this kit and print five pictures of other dinosaurs from The Natural History Museum s Dino Directory ( Ask them to: discuss the differences between tyrannosaurs and other dinosaurs find out where tyrannosaur fossils have been found and mark the locations on a world map, to be displayed on the classroom wall decorate the classroom with tyrannosaur drawings. 3. How big was a T. rex? Use the Tyrannosaurus rex footprint outline and grid in the Activity Resources section of this kit to draw a life-sized T. rex footprint on the ground in chalk. For a life-sized T. rex footprint, recreate the image on a grid that has 10cmx10cm squares. Now imagine how big T. rex must have been to leave such huge footprints! 4. What is geological time? Use the cards in the Activity Resources section of this kit to gain some understanding of the enormity of geological time. 5. Make a chocolate fossil Use your hands, feet, or other objects (for example, shells) to make your own fossils. Press the objects into modelling clay or plasticine to form the mould. Fill the moulds with chocolate and let it set. You could hide your fossils for others to find. The finders palaeontologists could report on their discoveries, including what the fossils might suggest about life in the past. 12 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
13 6. Build a dinosaur Use recycled materials to make a 3-D model of a dinosaur, or a diorama featuring several dinosaurs. 7. Story time Choose two dinosaur names from this resource and create characters for them. Write a story or poem featuring those characters. 8. Play time Visit the itunes store or Google Play and download the tyrannosaur app developed by the Australian Museum and have fun with tyrannosaurs. Activity resources How big was a T. rex? Use the graphic on the following page to complete activity 3 on page 12of this kit. Reproduce the drawing on a grid that has 10cm x 10cm squares. 13 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
14 14 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
15 What is geological time For activity 4 on page 12. This activity will help demonstrate the enormity of geological time to your students. Print out or photocopy the following pages and then head outside to a rugby field (or mark out 100m in the school playground). One try-line or the start of the 100m will be the start of geological time, 4.56 billion years ago. The other try-line or the end of the 100m will be present day. Each page will name an event in geological history, give a number of how man years ago it occurred, and tell you how far along the rugby field or 100m it sits. Give the cards to students in your class and have them stand in the appropriate place on the field or 100m line. This will show your students the huge amount of time that has elapsed since the earth was formed, and that dinosaurs and humans only take a very small amount of that time. 15 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
16 Formation of the Earth 4.56 billion years ago 0 metres 16 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
17 Formation of the moon 4.50 billion years ago 1.3 metres 17 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
18 First celled organisms 3.90 billion years ago 14.5 metres 18 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
19 Bacteria begin producing oxygen 3.0 billion years ago 34.2 metres 19 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
20 First fungi appear 560 million years ago metres 20 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
21 First jawed fish appear 440 million years ago 90.4 metres 21 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
22 First land plants appear 434 million years ago metres 22 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
23 First reptiles appear 305 million years ago 93.3 metres 23 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
24 First dinosaurs appear 252 million years ago 95 metres 24 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
25 First mammals appear 210 million years ago metres 25 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
26 Dinosaurs go extinct 66 million years ago 98.5 metres 26 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
27 First human ancestors 6.5 million years ago metres 27 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
28 Modern humans appear 200,000 years ago metres (0.5 cm from present day) 28 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
29 Present day 0 years ago 100 metres 29 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
30 What is a tyrannosaur? The images on the following pages are all of tyrannosaurs. These are to help your students with activity 2 on page 12. For images of other dinosaurs use The Natural History Museum s Dino Directory: 30 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
31 Albertosaurus Image by HIVE. Copyright: Australian Museum 31 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
32 Guanlong Image by HIVE. Copyright: Australian Museum 32 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
33 Tarbosaurus Image by HIVE. Copyright: Australian Museum 33 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
34 Alioramus Image by HIVE. Copyright: Australian Museum 34 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
35 Tyrannosaurus rex Image by HIVE. Copyright: Australian Museum 35 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
36 Yutyrannus Image by HIVE. Copyright: Australian Museum 36 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
37 Dilong Image by HIVE. Copyright: Australian Museum 37 of 37 Museum of New Zealand Te Papa Tongarewa Author: Scott Ogilvie
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