2 nd Grade Unit Written by: Lori Brainerd Roxana CUSD #1

Transcription

1 2 nd Grade Unit Written by: Lori Brainerd Roxana CUSD #1

2 Description: This is an inquiry based learning unit created for 2 nd grade students which will help them understand the truth about dinosaurs. They will learn about survival traits, physical features in relation to food source, habitats throughout the Mesozoic Era, and the life cycle of the dinosaur. The unit contains activities and assessments that facilitate student learning through the use of non-fiction materials. Rationale: Students love to learn about dinosaurs and what better way for them to learn than through an inquiry based learning unit where the students are responsible for their own learning. Click here for Template

3 Herbivore Carnivore Niche Diet CATEGORIES CHARACTERISTICS Defenses Parts Survival Strategies Locomotion Body Structure Changes Alligators Birds Dino Detective: Discover the Truth Egg to Birth LIFE CYCLE HABITATS Location Conditions Geological Record

4 Click here to download Complete Unit Integrated Curriculum and Instruction Design: Inquiry-Based Learning Authors: Lori Brainerd Title: Dino Detectives: Discover the Truth Grade Level: 2 nd Grade Goals/Standards: (# s) Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Local Benchmark: (1) Analyze and describe the defense mechanisms and physical features to determine how living things survived. Illinois Learning Standard B: Know and apply concepts that describe how living things interact with each other and with their environment. Local Benchmark: (2) List the different categories of dinosaurs and hypothesize the importance of a dinosaurs physical characteristics in relationship to their food source. Local Benchmark: (3) Identify, describe, classify and compare relationships between dinosaurs and their environments over time. CONTEXT Engaging the Learner Hook: Teacher should purchase 4 or 5 medium-sized watermelons and paint them white. Make a nest in the classroom out of leaves, twigs, and grass and place the eggs inside. Once the students have discovered the eggs the teacher will ask the students questions about the eggs leading up to what the new unit will be about Dinosaurs! Authentic Connection: Show a small clip of the show Barney and tell the students that the kindergarten teachers are concerned because their students believe that Barney was a real dinosaur. The teachers would like the 2 nd grade students to create a factual book about dinosaurs that they can share with the kindergarten students in order for them to discover the truth about dinosaurs. Final Team Performance The students will create a booklet for the kindergarten students using the software Ultimate Writing Center. The book will contain factual information about different dinosaurs and the changes that took place during the CONTENT Teaching and Learning Events Essential Question: How does our Earth and all living things change over time? Opening Activities - Following the opening activities (Hook & Authentic Connection) the students will be given an Invitation to help and introduced to the Task analysis where the students determine what they are expected to do and given time to ask any questions they may have. (LP) Once task analysis is completed post your essential and coaching questions for the unit and allow students to begin to seek information (LP) Semantic Features Chart This activity will help students build background knowledge (LP) Cyber Hunt The students will use the website Enchanted Learning to build knowledge and find specific questions about different dinosaurs. (LP) Vocabulary List and Mystery Bubbles Activity (LP) Dinosaur Time - Read Dinosaur Time by Peggy Parish with the students / Class discussion about physical features and defense mechanisms used for survival. Survival Traits -This is an activity where students determine which words are important in text. (LP) Graphing Dinosaurs- In this activity students will explore heights of some dinosaurs in comparison to themselves. (LP) Assessment 1 given at this time* Individual Students Assessments Assessment 1: The students will be given pictures of several different dinosaurs in a teacher created chart. They will be asked to point out the different defense mechanisms and physical features that would have helped each dinosaur survive in its environment. Assessment will be teacher graded.

5 Integrated Curriculum and Instruction Design: Inquiry-Based Learning Authors: Lori Brainerd Title: Dino Detectives: Discover the Truth Grade Level: 2 nd Grade Goals/Standards: (# s) Local Benchmark: (4) Describe the life cycle of the dinosaur and the relationship to the environment in preserving the species. Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Illinois State Goal 1: Read with understanding and fluency. Illinois Learning Standard C: Comprehend a broad range of reading materials. CONTEXT Engaging the Learner Final Team Performance three different periods (Triassic, Jurassic, and Cretaceous) in the Mesozoic Era. CONTENT Teaching and Learning Events Answering and Asking Questions- At this time allow students to determine which questions they have answered from their task analysis. Determine whether there are any more questions that need to be asked. (LP) Graphic Organizer for Final Team Performance- allow students to work in their groups on completing the first column at this time. (LP) Vocabulary Activities - Read Dinosaur Dinners by Lee Davis and do Frayer models Carnivore, Herbivore, Omnivore(LP) Making Tracks - Read non-fiction book Dinosaurs are Different by Aliki. Classroom discussion about different ways dinosaurs might have moved. Read non-fiction book Fossils Tell of Long Ago by Aliki. Classroom discussion about how paleontologists make inferences about dinosaurs from fossils they find Follow with Making Tracks Activity. The students will use paint and butcher paper to make and examine their own tracks to gain an understanding of what scientists can infer about dinosaurs by studying their footprints. Students will complete the Tracks Tell a Story Worksheet after making their tracks. (LP) Anticipation Guide Dinosaur Teeth and Dinosaur Teeth Information sheet Students use prior knowledge to determine fact or fiction in regards to dinosaur teeth and then check their knowledge with factual information. Follow this lesson up with classroom discussion. (LP) *Assessment 2 given at this time* Answering and Asking Questions- At this time allow students to Individual Students Assessments Assessment 2: The students will create a poster which will contain the different categories of dinosaurs (herbivore, carnivore/bird-hipped, lizard-hipped/walks on 2, 4 legs, and mouth parts). (Teacher will use rubric and teacher interview to assess each student.)

6 Integrated Curriculum and Instruction Design: Inquiry-Based Learning Authors: Lori Brainerd Goals/Standards: (# s) Title: Dino Detectives: Discover the Truth CONTEXT Engaging the Learner Grade Level: 2 nd Grade CONTENT Teaching and Learning Events Illinois State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. Illinois Learning Standard A: Measure and compare quantities using appropriate units, instruments and methods. determine which questions they have answered from their task analysis. Determine whether there are any more questions that need to be asked. (LP) Graphic Organizer for Final Team Performance- allow students to work in their groups on completing the second column at this time. (LP) Vocabulary - Concept Circles Triassic Period, Jurassic Period, Cretaceous Period Read non-fiction book Dinosaur Bones by Aliki (LP) Dinosaur Bones - Read non-fiction book Digging Up Dinosaurs by Aliki. After reading Aliki do the Dinosaur Bones Activity This activity will help students understand how paleontologists dig out fossils from layers of rock. (LP) Website: Dinosaurs - This is an activity on a Scholastic website where the students are able to do many online activities to help increase their knowledge about dinosaurs. (LP) *Assessment 3 given at this time* Answering and Asking Questions- At this time allow students to determine which questions they have answered from their task analysis. Determine whether there are any more questions that need to be asked. (LP) Graphic Organizer for Final Team Performance- allow students to Final Team Performance Individual Students Assessments Assessment 3: The students will create a mural of dinosaurs in their habitats and a time line of how they have changed throughout the Mesozoic Era. (Teacher will assess using a rubric and a teacher checklist.)

7 Integrated Curriculum and Instruction Design: Inquiry-Based Learning Authors: Lori Brainerd Goals/Standards: (# s) Title: Dino Detectives: Discover the Truth CONTEXT Engaging the Learner Grade Level: 2 nd Grade CONTENT Teaching and Learning Events work in their groups on completing the third column at this time. (LP) Vocabulary & Explanation Guides (LP) Dinosaur Eggs- Read non-fiction book Dinosaurs Eggs by Jennifer Dussling. Then students will do The Naked Egg Activity to show the students what a dinosaur egg might have looked like. (LP) Dinosaur Babies QAR- In this lesson the students will use Half of a QAR Worksheet in order to make connections. (LP) Pre-Lesson if needed -**Note students were formally introduced to QAR at the beginning of the year. You can refer to this lesson Busy as a Bee to help introduce QAR to your students before doing Lesson 22 above. *Assessment 4 given at this time* Answering and Asking Questions- At this time allow students to determine which questions they have answered from their task analysis. Determine whether there are any more questions that need to be asked. (LP) Graphic Organizer for Final Team Performance- allow students to work in their groups on completing the fourth column at this time. (LP) At this time students should be ready at this time to complete their Final Team Performance. Final Team Performance Individual Students Assessments Assessment 4: The students will write journal entries (A day in the life of a mother dinosaur). They will need to include in their entry at least 3 facts about their dinosaur and the information about the nest, eggs, food, and protection. (Essays will be assessed using a rubric.)

8 2 nd Grade Students Invitation I was hoping that you would create a book that I could show and read to my students that would help them understand what a real dinosaur would have been like. You should include what dinosaurs looked like, what types of things on their bodies helped them survive, and how those physical features changed over time? I would also like the kindergarteners to know what dinosaurs ate, and how did they move from place to place? Also, the book should include what the life of a dinosaur was like? How were they born, how did the mothers care for their babies, and how long did they live? The book should only contain factual information because we want the Kindergarteners to discover the truth about dinosaurs and changes over time. Thank you for helping me with my problem. Sincerely, Mary Morgan Kindergarten Teacher

9 Before beginning the Dino Detective: Discover the Truth Unit purchase 4 or 5 watermelons and paint them white to create dinosaur eggs. Build a nest in the classroom using leaves, twigs, dirt, and grass and place the dinosaur eggs in the nest. When the students come into the classroom and begin to ask questions about the nest, have them write predictions on what they think might be inside of the eggs. Discuss all of their predictions and then bring in the Authentic Connection.

10 Show a small clip from the show Barney. Ask the students if they think that Barney could have been a real dinosaur. Brainstorm ideas of why he could not have been a real dinosaur. (He is purple, he talks, sings, and dances, etc.) Have one of the Kindergarten teachers come into the classroom and tell the students that he/she needs their help. Script Teacher Hello 2 nd grade students. I have a challenge for you. Your teacher tells me that you know that Barney could not have been a real dinosaur. Well, I have a problem. My students think that Barney could have been a real dinosaur. I was hoping that you would create a book that I could show and read to my students that would help them understand what a real dinosaur would have been like. You should include what dinosaurs looked like, what types of things on their bodies helped them survive, and how those physical features changed over time. I would also like the kindergarteners to know what dinosaurs ate, and how did they move from place to place. Also, the book should include what the life of a dinosaur was like. How were they born, how did the mothers care for their babies, and how long did they live. The book should only contain factual information because we want the Kindergarteners to discover the truth about dinosaurs and changes over time.

11 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 1 Opening Activities State Goal: Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Standard Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Teaching and Learning Event: Hook, Authentic Connection, and Task Analysis Description and Detailed Sequence of Activities: Before beginning the unit you will need to purchase 4 or 5 watermelons and paint them white (these will represent your dinosaur eggs ) Build a nest in the classroom using leaves, twigs, dirt, and grass and place the dinosaur eggs in the nest When the students come into the classroom and begin to ask questions about the nest and its contents have them sit down and begin to write in their journals their predictions on what they think might be inside of the eggs. Have the students share their predictions one at a time to the class Discuss their predictions and then bring in the Authentic Connection Choose one of you kindergarten teachers to help you out (They will be you Authentic Connection) Show a small clip from the show Barney After ask the students if they think Barney could have been a real dinosaur Brainstorm ideas of why he could not have been real (ie. Purple, talks, sings, dances, etc.) Next, have the kindergarten teacher come into your classroom and read the script provided asking for your students help This lesson takes place after the authentic connection The students need to define the task / What are they expected to do? Write their thoughts on chart paper Then the students need to determine if they have any questions they need answered while completing their research Write their questions on another sheet of chart paper The chart papers should be displayed in the classroom anytime that the students are working on their dinosaur inquiry unit Time Line: 3 45 minute class periods Materials: 4 or 5 watermelons White paint

12 Leaves, twigs, grass, dirt (to build nest) Journals/notebooks (each student) Pencils (each student) Video Barney Script (for Kindergarten Teacher to use) Chart paper Markers TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

13 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 2 Coaching and Essential Questions State Goal: Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Standard Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Teaching and Learning Event: Encountering the Issue Description and Detailed Sequence of Activities: After doing the task analysis with the students and they have posed all of the questions they have, it is time to introduce your Essential Question and Coaching questions in order to help the students acquire the knowledge that you are wanting them to seek. You may want to go over all of the different resources that are available to them at this time: trade books, magazines, fact file cards, internet, encyclopedias, experts, or any other resources that might be available to you. It is now time for the students to begin seeking information Time Line: 30 minutes Materials: Chart paper Markers TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

14 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 3 Jigsaw / Dinosaur Semantic Features Chart State Goal: Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Making Connections Description and Detailed Sequence of Activities: This lesson takes place after the essential questions have been introduced Give each student a semantic features chart You should model the first dinosaur in order to show the students how to locate information and how to record it on the graphic organizer. Divide the class into groups of 5 students Each student will use a different trade book or other material to complete the semantic features chart Each team member will do a different dinosaur After everyone in their group has found all of their information they will then share with each other, taking turns starting with the second dinosaur, what they found with the rest of their team. Team members should take the information that their other team members found and fill it into their Semantic Features Chart Once everyone has shared within the group their graphic organizer should be completed Have them save this sheet in their dinosaur folder Time Line: 45 minutes Materials: Trade Books Magazines Internet information pages Dinosaur Fact Cards Dinosaur Semantic Features Chart (1 for each student)

15 Dinosaur Folder (Have each student take one of their folders to put all of their dinosaur information in) Pencils TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

16 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 4 Cyber Hunt State Goal: Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Standard Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Teaching and Learning Event: Build Background Knowledge Description and Detailed Sequence of Activities: This activity will take place in a computer lab or an area where students have access to computers. The students will pull up the website listed on the activity sheet (If you use the online template students can get access without typing in URL) Once the students have brought up the website the students will need to follow the directions on the activity sheet Dinosaur Dig Cyber Hunt Each student can choose whichever dinosaur they wish (try to encourage students to select different ones the more the better) They will need to navigate throughout the website in order to find the information asked. When the students are finished with the Cyber Hunt have them share the information they have obtained with the rest of the class one at a time Time Line: 60 minutes Equipment: Computers for each students or if that is not available you can pair students If your access to computers is limited try having everyone working on other projects and allowing one or two students to work on the computer at a time. Materials: Dinosaur Dig Cyber Hunt Worksheets (enough for each student) Pencil (each student)

17 Resources - Web Sites: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

18 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 5 Vocabulary / Mystery Bubbles State Goal: Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Illinois Learning Standard B: Know and apply concepts that describe how living things interact with each other and with their environment. Local Benchmark: (1) Analyze and describe the defense mechanisms and physical features to determine how living things survived. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Making Connections Description and Detailed Sequence of Activities: Pass out Vocabulary List Students should complete this list during the week as they are reading different trade books Read Dinosaur Cousins by Bernard Most to the students. This book will help students relate dinosaurs and their survival traits to animals that are alive today. As the students are reading check for understanding by posing questions while reading the book When the book is finished pass out Dinosaur Survival Mystery Bubbles Worksheet Explain to students that each bubble is a different concept and that the lines below the bubble are for words relating to that concept. The students are to fill in the missing parts using the word list at the bottom of the page. When students are finished have them share their results with a partner first and then with the whole class Time Line: 60 minutes to read book, complete mystery bubbles, and share Books: Dinosaur Cousins by Bernard Most

19 Materials: Dinosaur Survival Mystery Bubble Worksheets (enough for each student to have 1) Pencil (each student) TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

20 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 6 Dinosaur Time State Goal: Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Local Benchmark: (1) Analyze and describe the defense mechanisms and physical features to determine how living things survived. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Determining Importance Description and Detailed Sequence of Activities: Read Dinosaur Time by Peggy Parish with the students. As the students are reading check for understanding by posing questions while reading When the book is finished have a class discussion about physical features and defense mechanisms used for survival. List them on the board or chart paper as the students are naming them Pass out the Survival Traits Activity sheet Tell the students that their task is to find a word that has to do with a physical characteristic of a dinosaur that would be used for survival. Go over the ones that are done for them and tell them that those were the hard ones. Any marked out do not have to be completed (X,Y,Z) They may use different resources in the room in order to help them complete their task and they may work with a partner. Time Line: This lesson may take 1 or 2 class periods Books: Dinosaur Time by Peggy Parish Materials: Dinosaur Time Books (one for each student) Chalk for chalk board or markers for chart paper Survival Traits Activity Worksheets (enough for each student to have 1) Pencil (each student)

21 Lots of different trade books, magazines, dinosaur fact file cards, internet fact sheets printed out, etc. TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

22 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 7 Graphing Dinosaurs State Goal: Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Illinois State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. Standard Illinois Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Local Benchmark: (1) Analyze and describe the defense mechanisms and physical features to determine how living things survived. Illinois Learning Standard A: Measure and compare quantities using appropriate units, instruments and method. Teaching and Learning Event: Math Measurement / Graphing / Computer Visualization Activity Description and Detailed Sequence of Activities: **Teacher Information: Not all dinosaurs were larger than us. Some were the size of a chicken. This activity will help children understand how different dinosaurs physical characteristics really were through visualization. Session 1 o Children should choose a partner for their own height measurement o Pass out Student Measurement Worksheets o Have one student lay on the floor while the other uses a tape measure by lying it next to the student on the floor to measure their height o Be sure to explain that the child should keep their feet flat not pointed o Also, make sure the students understand that the tape measure should start at the base of the feet and measure to the top of the head using feet & inches o Have student record height in feet and inches o Switch roles Session 2 o Pass out Dinosaur Fact Sheet o Tell the students to select 3 of their favorite dinosaurs o Have the students look through trade books and other resources to find the height of those dinosaurs in feet o Once they have recorded them have them choose 2 classmates and record their height & their own on the Fact Sheet as well Session 3 o Students will do this session in the computer lab o Students will need their dinosaur fact sheet o Pull up Excel Spreadsheet on computer (Refer to example if necessary) Dinosaur and Student Height Example

23 o In Column A Row 1 type STUDENTS o In Column A Row 2 type their height from fact sheet o In Column A Row 3 type classmate height from fact sheet o In Column A Row 4 type classmate height from fact sheet o In Column B Row 1 type DINOSAURS o In Column B Row 2 type dinosaur height from fact sheet o In Column B Row 3 type dinosaur height from fact sheet o In Column B Row 4 type dinosaur height from fact sheet o Highlight Information by clicking and dragging o Click on chart wizard icon or go to Insert/chart o Select chart sub-type (3-D column) o Next o Next o Select Data Labels & click on value o Select Data Table & click on show data table box o Next o Choose whether to insert in Excel Spreadsheet or New o Finish o You can click on the graph to rotate to desired position o Student can also use WordArt to add names of dinosaurs and students (Insert / Picture / WordArt) OPTIONAL o Display results in hallway or in the classroom Time Line: 3-30 minute periods Books: Trade Books and other resources to find dinosaur heights Equipment Name: Computers for each students or if that is not available you can pair students If your access to computers is limited try having everyone working on other projects and allowing one or two students to work on the computer at a time. Materials: Measuring tape (enough for every 2 students to have) Pencils (every student) Dinosaur Fact Sheet (one for every student) Student Measuring Sheet (one for every student / two on one sheet / cut in half) Resources Software: Excel Spreadsheet to create graph TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

24 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plans 8, 13, 18, 23 Answering and Asking Questions State Goal: Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Standard Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Local Benchmark: (1) Analyze and describe the defense mechanisms and physical features to determine how living things survived. Local Benchmark: (2) List the different categories of dinosaurs and hypothesize the importance of a dinosaurs physical characteristics in relationship to their food source. Local Benchmark: (3) Identify, describe, classify and compare relationships between dinosaurs and their environments over time. Local Benchmark: (4) Describe the life cycle of the dinosaur and the relationship to the environment in preserving the species. Teaching and Learning Event: Answering and Asking Questions Description and Detailed Sequence of Activities: This activity is done after each Assessment is given In this lesson we will revisit the Task Analysis Post the chart papers where you wrote the students questions at the beginning of the unit where they determined what they needed to learn Have the students take a look at the questions Have them write in their dinosaur journals any questions that had been answered from the activities and research done so far Also, have them write any questions that they might be able to add based on information that they have learned After everyone has had a chance to answer and add questions on their own let them share with a partner Have the pairs make a new list combining common questions and answers Have the pairs share with another pair (Team of 4) doing the same process of combination (This is going to eliminate any duplicate answers and questions when you have everyone share as a class discussion)

25 Now have a class discussion where the teams of 4 share their answers and questions with the entire class Time Line: 60 minutes Materials: Pencils (each student) Dinosaur journals (each student) Chart Papers with Task analysis questions TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

26 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plans 9, 14, 19, 24 Final Team Project Work State Goal: Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Standard Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Local Benchmark: (1) Analyze and describe the defense mechanisms and physical features to determine how living things survived. Local Benchmark: (2) List the different categories of dinosaurs and hypothesize the importance of a dinosaurs physical characteristics in relationship to their food source. Local Benchmark: (3) Identify, describe, classify and compare relationships between dinosaurs and their environments over time. Local Benchmark: (4) Describe the life cycle of the dinosaur and the relationship to the environment in preserving the species. Teaching and Learning Event: FTP Work Description and Detailed Sequence of Activities: This activity is done after each Answering and Asking Questions Activity Students will divide up into their Final Team Project Groups (The first time you do this you will have to divide the class up into teams of 2 or 3 students) Each Team will have a section of the Mesozoic Era to work on Each time the teams get together they will need to complete a column of the graphic organizer o After Assessment 1 Complete Column 1 -- Survival Traits o After Assessment 2 Complete Column 2 Physical Traits and Food Source o After Assessment 3 Complete Column 3 Habitat o After Assessment 4 Complete Column 4 Life Cycle Each team member will be responsible for their own dinosaur in addition to their group work Once they have completed the information for their own dinosaur they will get together with their team members and discuss the similarities and differences between their dinosaurs

27 Then in the computer lab the students will use Ultimate Writing Center to write and illustrate their page for the dinosaur book Time Line: 60 minutes for teamwork 60 minutes for computer work Equipment Name: Computers (one for each student) Materials: Pencils (each student) Dinosaur Graphic Organizer (each student) Dinosaur Folder with Completed Activity Pages Chart Papers with Task analysis questions Resources Software: Ultimate Writing Center TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

28 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 10 Dinosaur Dinners State Goal: Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Illinois Learning Standard B: Know and apply concepts that describe how living things interact with each other and with their environment. Local Benchmark: (2) List the different categories of dinosaurs and hypothesize the importance of a dinosaurs physical characteristics in relationship to their food source. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Drawing Inferences Description and Detailed Sequence of Activities: Read Dinosaur Dinners by Lee Davis with the students. As the students are reading check for understanding by posing questions while reading When the book is finished pass out Dinosaur Dinners Frayer Model Worksheets (Carnivore, Herbivore, and Omnivore) *(You may choose not to pass out all 3 worksheets together and instead pass them out over 3 different class periods) Tell the students that they are to use their Dinosaur Dinners books to help them complete the Frayer Models They should start with characteristics, then do examples, and non-examples, and end with their definition of the word Check models individually then give back to students to place in their dinosaur folders Time Line: This lesson may take 3 or 4 class periods 1 class period for reading and 1 for each of the Frayer models Books: Dinosaur Dinners by Lee Davis

29 Materials: Dinosaur Dinners Books (enough for each student) Dinosaur Dinners Frayer Model Worksheets (enough for each student to have 1 of each) Pencil (each student) Dinosaur Folders (to place worksheets in) TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

30 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 11 Making Tracks Activity State Goal: Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Illinois Learning Standard B: Know and apply concepts that describe how living things interact with each other and with their environment. Local Benchmark: (2) List the different categories of dinosaurs and hypothesize the importance of a dinosaurs physical characteristics in relationship to their food source. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Non-fiction reading/ Class Discussion/ Science Activity Description and Detailed Sequence of Activities: Day 1 Read Dinosaurs are Different by Aliki to the students Discuss with the students the different physical characteristics of different dinosaurs. o Teacher Information: Scientists make inferences about dinosaurs by assembling their bones. Much can be told from bones and fossils about the life-style of a dinosaur. A herbivore had either large, chisel-shaped teeth on the front and sides of its upper and lower jaws, or long, thin, pencil-like teeth for grinding plants. A carnivore had huge jaws that were lined with sharp, notched, serrated teeth for eating meat. The shape of the hip bones can tell us how a dinosaur may have carried its body when it walked or ran. Some dinosaurs had hips like birds. Others had hips like lizards. Bird hips are called ornithischians and lizard hips are called sauischians. The bird-hipped dinosaurs were all herbivores. Most dinosaurs that walked on four legs were planteaters. The lizard-hipped dinosaurs were made up of both plant eaters and meat eaters. Long hind limbs allowed an animal to have a long stride and greater speed. Claws meant the ability to rip flesh, hold prey, and dig.

31 Have the students list different ways that different dinosaurs may have moved. Day 2 Read book Fossils Tell of Long Ago by Aliki to the students Class discussion of how paleontologists learn about dinosaurs from fossils Day 3 Do Activity This activity works best outdoors Divide the students into teams of four Have group members take turns making tracks with the paint, butcher paper and bare feet Each track-maker should move in a different way: walking, running, hopping on one foot, jumping on two feet, and so on As the track-maker moves, other group members should have their backs turned They then turn around and examine the footprints to try to determine how each person moved Help the students relate their own track studies to scientists studies of dinosaur prints Follow the activity with Tracks Tell a Story worksheet Time Line: 3 45 minute class periods Books: Dinosaurs are Different by Aliki Fossils Tell of Long Ago by Aliki Materials: Tempera paint different colors Butcher paper (enough for each student to have a few feet Wash pans with water for feet (5 or 6) Paper towels TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

32 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 12 Anticipation Guide Dinosaur Teeth State Goal: Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Local Benchmark: (2) List the different categories of dinosaurs and hypothesize the importance of a dinosaurs physical characteristics in relationship to their food source. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Making Connections Description and Detailed Sequence of Activities: Divide the students into teams of 2 or 3 Pass out Anticipation Guide Tell students to decide as a team if the statement is True or False they should mark their answer in the first blank Once everyone is finished pass out the information on Dinosaur Teeth Have the students read the information and using a highlighter highlight where they found the statement In the second column they should mark whether the statement was True or False based on the information they read. Ask the students how they did Time Line: 45 minutes Materials: Anticipation Guide Worksheet (1 per team) Dinosaur Teeth Information (enough for each student) Pencil (each student) Highlighter (each student) TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

37 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 15 Vocabulary / Concept Circles State Goal: Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Local Benchmark: (3) Identify, describe, classify and compare relationships between dinosaurs and their environments over time. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Making Connections Description and Detailed Sequence of Activities: Pass out Vocabulary List Students should complete this list during the week as they are reading different trade books Read Dinosaur Bones by Aliki with the students. This is a great book to help students understand the dinosaur time-line. As the students are reading check for understanding by posing questions while reading When the book is finished pass out first Concept Circle (Triassic Period) In this activity the students are to look at the 3 facts in the circle and determine what all 3 have in common What is the main concept? Once the students have determined what the concept is then they are to explain their answer in the space provided 2 nd Concept Circle (Jurassic Period) In this activity the students are given the main concept but have to determine which of the 3 facts does not belong Again they must explain their answer in the space provided 3 rd Concept Circle (Cretaceous Period) In this activity the students are given the main concept but have to complete the circle with facts about the concept Again they must explain their answers in the space provided When all three activities are finished have the students share their answers and explanation with the class one at a time Time Line: 30 minutes to read book

38 30-45 minutes to complete concept circles minutes to share with the class Books: Dinosaur Bones by Aliki Trade books for the students to find vocabulary words Materials: Vocabulary List (enough for each student to have 1) Dinosaur Bones books for each student Concept Circle Worksheets (enough for each student to have 1 of each) Pencil (each student) TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

39 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 16 Dinosaur Bones Activity State Goal: Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Illinois Learning Standard B: Know and apply concepts that describe how living things interact with each other and with their environment. Local Benchmark: (3) Identify, describe, classify and compare relationships between dinosaurs and their environments over time. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Science Experiment Description and Detailed Sequence of Activities: Read Digging Up Dinosaurs by Aliki to the students. Explain that paleontologists are scientists that study dinosaur bones. Then have students do their own digging by using chocolate chip cookies, a toothpick, and small paintbrushes. Give each student 2 cookies and 2 or 3 toothpicks, 1 small paintbrush, and a piece of wax paper. Have them excavate the most chips without breaking the cookies. You might estimate how many chips are in the cookie beforehand and see if your estimation is correct. When the students are finished let them enjoy cleaning up the remains. Time Line: 60 minutes for reading and experiment Books: Digging Up Dinosaurs by Aliki Materials: Enough chocolate chip cookies for each student to have 2 Box of toothpicks

40 Wax paper Enough small paint brushes (preferably new) for each student TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

41 Title of Unit: Author(s): Lesson Plan 17 Website: Dinosaurs State Goal: Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Standard Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Illinois Learning Standard B: Know and apply concepts that describe how living things interact with each other and with their environment. Local Benchmark: (3) Identify, describe, classify and compare relationships between dinosaurs and their environments over time. Teaching and Learning Event: Using the Internet for scientific inquiry Description and Detailed Sequence of Activities: Have the students log-on to the internet Have them type in the URL (Or you may choose to have the computers all ready to go for the students) The students can choose to do a number of different activities on this website Play game where they have to determine which dinosaurs belong in the correct time period Visit on-line museum Make dinosaur flip book Dinosaur word search Digging for Dinos Cyber Hunt Dinosaur Tour with Magic School Bus Dinosaur Write Dinosaur Quiz Real or Make-Believe Quiz Fact Sheets to find information Time Line: minutes Equipment Name: Computers with access to the internet (enough for each student or pairs of students)

42 Resources - Web Sites: TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

47 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 20 Vocabulary / Explanation Guide State Goal: Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Illinois Learning Standard B: Know and apply concepts that describe how living things interact with each other and with their environment. Local Benchmark: (4) Describe the life cycle of the dinosaur and the relationship to the environment in preserving the species. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Making Connections Description and Detailed Sequence of Activities: Pass out Vocabulary List Students should complete this list during the week as they are reading different trade books Read The Last Dinosaur by Jim Murphy to the students. This book talks about several life stages of dinosaurs. It discusses what they might have done on particular days, and the dangers they might have faced. As the students are reading check for understanding by posing questions while reading the book When the book is finished pass out Dinosaur Vocabulary Explanation Worksheets (each student will need 5 / one for each vocabulary word) Start with the first vocabulary word hatch Give them your explanation of the word Draw a picture on the board of how the word would be pictured in your mind Have the students then write their explanation of the word and draw their picture Do this with each definition word As the students continue reading trade books and doing activities and they feel they understand what the word means they can write sentences at the bottom of the page.

48 Have them write the date next to their sentences so they can see the progression of their understanding Time Line: 20 minutes to read book 30 minutes to do all explanation worksheets Continue working on explanation sheets as you are studying life cycle Books: The Last Dinosaur by Jim Murphy Materials: The Last Dinosaur 1 Book Vocabulary List (enough for each student to have 1) Vocabulary Explanation Worksheets (enough for each student to have 5) Pencil (each student) Different Trade Books and resources for students to increase understanding TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

49 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 21 Dinosaur Egg Activity State Goal: Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Learning Standard A: Know and apply the concepts, principles and processes of scientific inquiry. Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Illinois Learning Standard B: Know and apply concepts that describe how living things interact with each other and with their environment. Local Benchmark: (4) Describe the life cycle of the dinosaur and the relationship to the environment in preserving the species. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Non-fiction reading/ Class Discussion/ Science Activity Description and Detailed Sequence of Activities: Day 1 -- Read Dinosaur Eggs by Jennifer Dussling with the students Have a class discussion about different eggs o Chicken eggs hard shells o Amphibian eggs soft and squishy o Reptile eggs tough leathery shell & built-in food with water supplies o Tell them that one kind of reptile evolved with a hard shell and it must have worked so well because turtles are around today 220 million years after they evolved. Do the Naked Egg Activity (Try to do it early in the day so the students can see the results that same day) Take a raw chicken egg from the fridge and let it sit in a glass of vinegar for one day (You may want to do two or three) You will need to place a spoon on top of the egg to make sure it stays submerged in the vinegar Vinegar is a sour-smelling acid that dissolves the eggshell but leaves the inside of the egg intact The bubbles you will see in the vinegar are signs that the shell is dissolving

50 When the shell is completely dissolved, carefully take the egg out of the cup and examine it The students can squeeze the egg gently to find out how it feels If they squeeze too hard the egg will feel goopy because it ll break all over their hand It should e squishy but tough sort of how a leathery-skinned reptile egg feels Ask the students what they see through the skin of the egg Do they see clear liquid, the white of the egg, the yellow yolk(the baby s food) There probably will not be a baby to see because supermarkets try not to sell eggs with embryos inside Time Line: 2 30 minute class periods Books: Dinosaur Eggs by Jennifer Dussling Materials: Dinosaur Eggs books (enough for every student) Fresh chicken eggs (2 or 3) Vinegar Spoon Glass (2 or 3) Paper towels TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

51 Title of Unit: Dino Detective: Discover the Truth Author(s): Lori Brainerd Lesson Plan 22 Dinosaur Babies QAR State Goal: Illinois State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Illinois State Goal 5: Use the language arts to acquire, assess and communicate information. Standard Illinois Learning Standard A: Know and apply concepts that explain how living things function, adapt and change. Illinois Learning Standard B: Know and apply concepts that describe how living things interact with each other and with their environment. Local Benchmark: (4) Describe the life cycle of the dinosaur and the relationship to the environment in preserving the species. Illinois Learning Standard A: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. Teaching and Learning Event: Making Connections Description and Detailed Sequence of Activities: Read Dinosaur Babies by Lucille Recht Penner with the students Pass out Dinosaur Babies QAR worksheet Have the students find a partner The students should work with their partner to answer the questions on the QAR worksheet Pre-Lesson if needed -**Note students were formally introduced to QAR at the beginning of the year. You can refer to this lesson Busy as a Bee to help introduce QAR to your students before doing this lesson. Go over the students answers after everyone is finished Time Line: 20 minutes to read book 30 minutes to fill out the QAR worksheet Books: Dinosaur Babies by Lucille Recht Penner Materials Dinosaur Babies (enough for each student to have 1) Dinosaur Babies QAR worksheet (enough for each student to have 1) Pencil (each student) TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT THE UNIT.

56 Directions: Choose 3 of the dinosaurs from below and tell how each dinosaur survived in its environment. You must list all body parts that it used for survival and how the animal used it. Dinosaur 1 Name Dinosaur 2 Name Dinosaur 3 Name Special Body Parts and how Dinosaur 1 uses it to survive in their environment Body Part 1 & its uses Special Body Parts and how Dinosaur 2 uses it to survive in their environment Body Part 1 & its uses Special Body Parts and how Dinosaur 3 uses it to survive in their environment Body Part 1 & its uses Body Part 2 & its uses Body Part 2 & its uses Body Part 2 & its uses Body Part 3 & its uses Body Part 3 & its uses Body Part 3 & its uses Body Part 4 & its uses Body Part 4 & its uses Body Part 4 & its uses

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58 The students will create a poster that will be divided into 8 sections. Each section will contain a different category. The students will place different dinosaurs in their correct categories by drawing and coloring them. In the last column the students will need to describe mouth parts. Carnivore Bird-hipped Walks on two legs Describe one mouth that would eat meat Herbivore Lizardhipped Walks on four legs Describe one mouth that would eat plants The students will also be asked if they can find any relationships between the dinosaurs physical features and their food source.

59 Student Name Student was able to infer relationships between dinosaurs physical features and their food source.

60 Criteria Points Thinking/ Reasoning Thoughts are not logical. Thoughts are somewhat logical. Thoughts are mostly logical. Thinking is completely logical. Categories Content Knowledge None of the categories are correctly labeled. None of the dinosaurs are correctly placed. Very few of the categories are correctly labeled. Very few of the dinosaurs are correctly placed. Only some of the categories are correctly labeled. Only some of the dinosaurs are correctly placed. All of the categories are correctly labeled. All of the dinosaurs are correctly placed.

61 The students will use markers, crayons, and colored pencil on 11x17 white construction paper to create a mural of the three periods of the Mesozoic Era. The mural should contain dinosaurs in their natural environments during each period of time along with a timeline of the Triassic Period, Jurassic Period, and the Cretaceous period. After the mural is complete each student should be interviewed to see if he/she can compare, describe, identify and classify changes that took place during the three periods of the Mesozoic Era.

62 Student Name Student can compare the 3 time periods Student can describe each of the 3 time periods Student can identify changes that took place Student can classify changes

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64 Student Name Student was able to infer relationships between dinosaurs physical features and their food source.

65 Criteria Points Thinking/ Reasoning Thoughts are not logical. Thoughts are somewhat logical. Thoughts are mostly logical. Thinking is completely logical. Time Periods None of the Periods are correctly labeled. Only one of the Time Periods are correctly labeled. Only two of the Time Periods are correctly labeled. All of the Time Periods are correctly labeled. Content Knowledge None of the dinosaurs are correctly placed in the correct time period and environment. Very few of the dinosaurs are correctly placed in the correct time period and environment. Only some of the dinosaurs are correctly placed in the correct time period and environment. All of the dinosaurs are correctly placed in the correct time period and environment.

66 Draw your dinosaur & Write a journal entry about the day in the life of a mother dinosaur. Your entry should include: What kind of a nest did the mother have, what did the baby and mother eat, how did they get around, what did they see, what did they do, and how did the mother care for and protect her child?

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68 Criteria Points Thinking/ Reasoning Thoughts are not logical. Thoughts are somewhat logical. Thoughts are mostly logical. Thinking is completely logical. Questions Content Knowledge None of the questions are addressed in the journal. Student does not show any knowledge of the task. Very few of the questions are addressed in the journal. Student shows very little knowledge of the task. Only some of the questions are addressed in the journal. Student shows some knowledge of the task. All of the questions are addressed in the journal. Student shows complete knowledge of the task.

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70 We think text says: Oviraptor was toothless, but had powerful, twopronged jaws behind its short, sharp beak. Even though Tyrannosaurus rex had razor sharp teeth it did not chew its food. When carnivores lost a tooth another soon grew to replace it. Pachycephalosaurus was a carnivorous dinosaur. Stegosaurus may not have been able to chew its food well.

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72 prey plant-eater meat-eater sharp teeth omnivore herbivore claws Herrerasaurus plant/meat eater Gallimimus not picky eater Styracosaurus

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74 Iguanodon Cretaceous Period Please explain your answer

75 Use this website to answer the questions below: 1. Select a dinosaur from the bottom of the page. 2. What is the name of your dinosaur? 3. How big was your dinosaur? 4. What did your dinosaur eat? 5. Was it a herbivore or a carnivore? 6. How did your dinosaur get around? 7. Could my dinosaur live today?(explain)

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77 Dinosaur Name Dinosaur Height In feet Student Name Student Height In feet 1 2 3

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79 Tyrannosaurus rex Like all large carnivores, Cretaceous Tyrannosaurus rex had huge, razor-sharp teeth that pointed backward, very effective for grasping struggling prey. These giant meateaters did not chew. Instead, they swallowed large chunks of raw flesh whole. Pachycephalosaurus The Cretaceous dinosaur Pachycephalosaurus had teeth that were ideal for shredding the plants that made up the entire diet of this head-butting herbivore. Velociraptor A keen hunter, Velociraptor had a bite powered by strong jaw muscles. Such carnivores sometimes lost a tooth as they ate, but another would soon grow to replace it. In fact, its teeth probably grew continually. Oviraptor Crested, birdlike Oviraptor was toothless, but had powerful, two-pronged jaws behind its short, sharp beak. Some experts believe this beak may have been particularly wellsuited for cracking open a meal of eggs or for biting off vegetation. The prongs were set in the roof of its mouth. Stegosaurus A large number of serrated, leafshaped teeth lined the sides of the jaws of Stegosaurus behind its small, toothless beak. It may not have been able to chew well, relying instead on gastroliths to help prevent indigestion.

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82 Student Dinosaur Student Dinosaur Dinosaur Student Student Dinosaur

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85 Dinosaurs Grew Bigger Jurassic Period Please explain your answer No Plant- Eaters/ Herbivores Meat- Eaters/ Carnivores

86 What is my height? Record in Feet and Inches What is my height? Record in Feet and Inches

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88 Reading Strategy: Asking Questions State Goal 1: Read with understanding and fluency. Standard B: Apply reading strategies to improve understanding and fluency. Standard C: Comprehend a broad range of reading materials. Activity Name: Question/Answer Relationships Description: Questions propel inquiry forward and assist the learner to acquire information and construct meaning. As answers are found new, and perhaps, higher level questions may emerge that clarifies confusion and deepens understanding. QAR is a strategy that assists students classify questions and information and understand the relationship that exists between the question, the text, and their background and experience. There are two categories of questions: In the Book and In My Head. In The Book Right There: answer is found in the text, it is easy to find; may be stated in one or two words or short sentences; the words used in the question and answer may be found in the same sentence Think and Search: the answer will take lots of words to answer; it takes a longer time to answer because different text (or books) must be used In My Head Author and You: the answer will not be stated explicitly in text; after considering what the text is saying and what is known, inferences must be made; the pieces of the puzzle must be assembled before understanding can be achieved On My Own: answers can be given using experiences and background knowledge without reference to specific passages in the text. Directions: 1. Begin with the category, In the Book. Introduce the strategy outside the context of reading Create a T-chart labeled with thin/simple (Right There) on the left hand side. Ask participants several thin questions. What color is

89 Use the big book, Busy as a Bee, by Melvin Berger to introduce the four types of questions. Assign each team a question and give them a pad of colored post it notes. You will need seven different colors to accommodate seven teams of teachers (if there Use the big book, Busy as a Bee, by Melvin Berger to introduce two of the four types of questions (Right There and Think and Search). Assign each team a question and give them a pad of colored post it notes. You will need six different colors to accommodate six teams of students (if there are fewer teams then do not assign all of the questions). ONE question is a Think and Search; the others are Right There. The questions are listed at the end of this lesson. When a team hears the answer to their question one person comes forward and places their colored post it note on the edge of the page where their answer is found. The only Think and Search question is, What do worker bees do for the colony? It is considered so because it has multiple answers found on many pages. The post it notes of the same color will be placed on multiple pages while the Right There responses will be only posted on one page. After reading the book, use chart paper to debrief the responses. Ask students to describe the answers or responses to the questions that have only one post it note: one or two words found on one page words in question are often the words used in the answer Then have them describe the responses to the question, What do worker bees do for the colony? uses many words found on many pages Both forms are In the Book questions (answers are found in the book); the first is called Right There and the second is called Think and Search (label on chart paper). Question Cards for Busy as a Bee QAR 1. How many types of honeybees are there? 3. Where do honeybees live? 5. How many eggs can a queen bee lay in a day? 2. What are male bees called? 4. What jobs do worker bees do? 6. What do worker guard bees do? Think and Search

90 In the Book/Right There 1. How big was the smallest dinosaur egg? Think and Search 1. What did dinosaur babies eat? 2. Who watched the nest? 2. How were dinosaur babies protected?

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92 Essential and Telling Questions will be introduced before mini-lessons begin. Directions to the teacher: These questions are to serve as a guide for you as students are completing the task analysis and listing their questions. Use them to guide students as necessary. When you finish posting student questions, add any of these questions (or more of your own) that students have not covered. Essential Question: How does our Earth and all living things change over time? Coaching Question: Why does a habitat need to be maintained in order for a species to survive? How does a dinosaurs body parts help it survive? What are some of the things that dinosaurs used for protection? Are dinosaurs alive today? What are some of the different types of dinosaurs? How could we tell if a dinosaur was a herbivore or a carnivore? Since dinosaurs no longer exist, how do scientists learn about dinosaurs? What did dinosaurs eat?

93 What is the life cycle pattern of the dinosaur? What do we mean when we say Dinosaurs lived long ago? How many years were dinosaurs on Earth before the big ones disappeared? What was the Earth like when dinosaurs roamed? How has the Earth changed since the time of the dinosaur? If dinosaurs were to come back, would they be able to survive? Why or why not?

94 Dinosaur Which Period did it live in? Did it walk on 2 or 4 legs? What did it eat? Did it have any survival strategies? Other Interesting Facts Ankylosaurus Baryonyx Compsognathus Diplodocus Stegosaurus Tyrannosaurus

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96 armor weapons giant body sharp points on tail Tyrannosaurus protection Teratosaurus spikes Compsognathus

97 A B C D E F G gastroliths (stones in stomach for digestion) H I J K L M N O ornithischian (bird-hipped) P Q quadrupedal (walks on 4 legs) R S T U V vision (how well can see) W X Y Z

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99 Then ask, If this is what we need to do, what questions do we have now? What do we need to learn? Record responses on chart paper After the kindergarten teacher read the script ask, What are we expected to do? Define the Task Ask Questions We are going to create a booklet for the kindergarteners to read that will help them understand the truth about dinosaurs. What did dinosaurs look like? What types of things on their bodies helped them survive? How did dinosaurs change over time? What did they eat? How did they move? How are they born? How were babies cared for? How long did they live? What questions do we have now? Then post your essential and coaching questions for the unit. Students begin searching for information in trade books and on the Internet.

100 First Dinosaurs Appeared Please explain your answer Most Dinosaurs Were Small Million Years Ago

101 Scientists can learn about dinosaurs by studying their tracks. But the tracks can not tell them everything. Read the questions below. Color the footprint if scientists might be able to tell the answer by studying dinosaur tracks. Tell why you colored the tracks you did. 1. What color was the dinosaur? 2. Did it travel alone or in groups? 3. Did it walk on two legs or four legs? 4. What did it eat? 5. Was it big or small? 6. What sound did it make? More: On the back of this page try to think of another question scientists might be able to answer by studying dinosaur tracks.

102 Word Definition Use in Text Book Page Triassic Period Jurassic Period Cretaceous Period Mesozoic Era fossil

103 Paleoentoligist excavate climate extinct museum

104 exist preserved exhibition flourished

105 Teacher s Explanation: Teacher s Picture: My Own Explanation: My Own Picture: Additional examples of information that increases my understanding:

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107 Word Definition Use in Text Book Page hatch growth spurt nesting ground herd guard

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109 Word Definition Use in Text Book Page carnivore herbivore omnivore predator prey

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111 Word Definition Use in Text Book Page protection enemies weapons armor

112 The students will work on creating a book using the software Ultimate Writing Center. They should be divided into teams: 2 or 3 students per team. (Example: Triassic Period Early- 3 students.) Mesozoic Era Triassic Period Jurassic Period Cretaceous Period Early Middle Late Early Middle Late Early Middle Late After each assessment the teams will get together and complete a portion of the graphic organizer for the final team product. Each team member will be responsible for their own dinosaur in addition to their group work. Once they have completed the information for their own dinosaur they will get together with their team members and discuss the similarities and difference between their dinosaurs. Each team will be responsible for completing a page for each section. Section 1 Section 2 Section 3 Section 4 Survival Categories of Habitat Life Cycle traits Dinosaurs

113 Special Body Parts that help it survive in its environment 1 Diet Where does your dinosaur live? Categories Habitat Life Cycle What type of nest does the mother build? Hip structure What is the environment like? Survival Strategies What does it do to help it survive? 1 Walk on 2 or 4 legs How does the mother care for the egg? How long before the egg hatches? 3 Interesting Facts What time period does your dinosaur live in? 1 1 What does the baby eat? Interesting Facts 1 2 What changes have taken place during your time period? How does the mother protect the baby once it is born?