Explore‐a‐saurus, a touring exhibition from Scienceworks, Museum Victoria http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
saurus/Learning+resources Explore-a-saurus
Teacher notes Explore‐a‐saurus A touring exhibition from Scienceworks, Museum Victoria Education Kit Teacher notes This education kit contains materials developed by Scienceworks, Museum Victoria.
http://museumvictoria.com.au/scienceworks/education.
This version was modified for Queensland Museum Explore-a-saurus audiences by Queensland Museum
Learning Services, November 2012.
© Museum Victoria, 2011.
Teachers may photocopy the contents of this kit for educational purposes.
http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
saurus/Learning+resources
2 Contents
Preparation .............................................................................................................................................4
Explore‐a‐saurus exhibition components ...............................................................................................5
Exhibition information panel text .........................................................................................................12
Australian curriculum............................................................................................................................15
Learning Resources ...............................................................................................................................16
Exhibition Learning Tasks......................................................................................................................16
Classroom Projects................................................................................................................................18
Classroom Activities ..............................................................................................................................20
Additional Resources ............................................................................................................................23
Glossary.................................................................................................................................................26
Dinosaur names ....................................................................................................................................27
3 Explore-a-saurus
Teacher notes Preparation What to do before you visit Explore-a-saurus
1. Please check your visit itinerary letter to ensure that the details for your excursion are correct. 2. Read the guidelines about Planning your school and group visit for general hints on familiarising your students with the Museum, organising groups, learning in a Museum context and follow up investigation. 
If there is a problem with your booking, please call Group Bookings on 07 3840 7608 (8:15am – 3:30pm). 3. Familiarise yourself with the contents of the exhibition. The section ‘Explore‐a‐saurus exhibition description’ describes the content and concepts of each of the exhibits. Use this to focus your students’ investigations to the themes and displays that are specific to your area of interest. 4. Take some time in class to discuss your excursion to the Queensland Museum and assess student knowledge and understanding of the relevant topics. Research has shown that setting objectives for a museum visit is extremely important for students. It makes the purpose of the visit clear to them and assists their ability to focus and cooperate during the visit. Creating interest in the subject is vital to a successful and enjoyable visit to Queensland Museum & Sciencentre. What to do during a visit to Explore-a-saurus
 A number of resources are provided in this document to support student learning within the exhibition and also in the classroom. These can be modified to match the learning focus and needs of your group.  During their visit, students can explore the activities in each exhibit. Further activities (page 21) can be used in the classroom to create discussion and review, reinforce or extend the ideas introduced in the exhibits.  Students can record evidence of learning during their visit. This could be in written form, or as audio or video records of their learning. http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes Explore‐a‐saurus exhibition components Might of a T. rex bite Dinosaur hide and seek http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes Ancient plants Paintasaurus Research has provided us with some clues concerning the colouration of dinosaurs. This exhibit will explain how these conclusions were reached and enable visitors to colour in various dinosaurs throughout different environments. Insects trapped in time http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
saurus/Learning+resources
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Teacher notes Toneasaurus How did dinosaurs see? Munch‐a‐saurus http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
saurus/Learning+resources
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Teacher notes Dinosaur eggs? Trackasaurus Note: While some palaeontologists think the large footprints belong to a plant‐eating dinosaur, similar to Muttaburrasaurus, Queensland Museum palaeontologist, Dr. Scott Hocknull, is currently undertaking research on the Lark Quarry trackways and thinks the most likely footprint maker was Australovenator. There are many more discoveries at Lark Quarry that are yet to be confirmed. Parasaurolophus skull Triceratops horns http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes Why did dinosaurs become extinct? Speedosaurus http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
saurus/Learning+resources
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Teacher notes Quizasaurus This game is for two players who adopt the name of the dinosaurs on the screen. Answer the quiz questions, based on information in the exhibition. The quiz aims to clarify misconceptions about dinosaurs and consolidate information from the exhibition. Jigasaurus This game invites players to select the correct bones and construct the skeletons of herbivorous and carnivorous dinosaurs. Choose to build a slow‐moving, plant‐eating Apatosaurus; a bone‐crushing, meat‐
eating Tyrannosaurus or a bird‐like Deinonychus. Stegosaurus plates Stegosaurus plates http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
saurus/Learning+resources
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Teacher notes Robosaurus http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
saurus/Learning+resources
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Teacher notes Exhibition information panel text The exhibition includes models of the following dinosaurs: Maiasaura, Apatosaurus, Muttaburrasaurus, Stegosaurus, Triceratops, and Tyrannosaurus. The text on the information panels for each of these dinosaurs is provided below. You can use this information to help you plan your visit and to create customised learning resources. MAIASAURA APATOSAURUS (My‐ah‐sore‐ah) Meaning: Good mother lizard Size: 7‐9 metres long and3 metres high Weight: 2 tonnes Diet: Plants When: 83‐74 million years ago, in the Late Cretaceous Where: Montana, USA Family: Hadrosauridae What’s so interesting about Maiasaura?  Nested in large colonies  Thousands of specimens found  Travelled in large herds for protection  Probably fed and protected their young  Fossil poo from Maiasaura contains conifers (Apat‐o‐saw‐russ) Meaning: Deceptive lizard Size: 21 metres long and 6 metres high Weight: 25 tonnes Diet: Plants 155‐145 million years ago, in the
When: Late Jurassic Period Where: Wyoming, Utah, Colorado, and Oklahoma, USA Family: Diplodocidae What’s so interesting about Apatosaurus?  Long tail for counterbalance and possibly defence  Large claw on front foot for defence  Peg‐like teeth for rasping leaves from branches  Long neck to reach vegetation http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes MUTTABURRASAURUS STEGOSAURUS (Mut‐ta‐bar‐ra‐saw‐russ) Lizard from Muttaburra Meaning: Size: 7 metres long and 4 metres high Weight: 3 tonnes Diet: Plants When: 105‐100 million years ago, in the
Early Cretaceous Period Where: Queensland and New South Wales, Australia What’s so interesting about Muttaburrasaurus?  Strong hind limbs allowed walking on two feet  Large bump on snout to make noise and improve sense of smell  Horny beak for nipping vegetation  Strong jaw muscles (Steg‐o‐saw‐russ) Meaning: Roof lizard Size: 9 metres long and 3 metres high Weight: 2 tonnes Diet: Plants When: 155‐145 million years ago, in the Late Jurassic Period Where: Colorado, Wyoming and Utah, USA Family: Stegosauridae What’s so interesting about Stegosaurus?  Walnut sized brain  Bony plates possibly for body temperature regulation  Four long tail spikes for defence  Toothless beak for nipping plants http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes TRICERATOPS TYRANNOSAURUS (Try‐ser‐ah‐tops) Meaning: Three‐horned face Size: 9 metres long and 3 metres high Weight: 6 tonnes Diet: Plants When: 68‐65 million years ago, in the Late Cretaceous Period Where: Alberta and Saskatchewan, Canada. Montana, North Dakota, South Dakota, Wyoming, and Colorado, USA Family: Ceratopsidae What’s so interesting about Triceratops?  One of the most commonly found dinosaurs of the Late Cretaceous Period  Numerous Triceratops skulls have been found, probably because they were so solid  Bony frill possibly for defence, display and/or temperature regulation  Bony horns for defence or conquering rivals during mating season  Horny beak for grasping and plucking off plants (Tie‐ran‐o‐saw‐russ) Meaning: Tyrant lizard Size: 12 metres long 4 metres high at hip Weight: 5.5 tonnes Diet: Flesh When: 68‐65 million years ago, in the Late Cretaceous Where: Alberta and Saskatchewan, Canada. Montana, North Dakota, South Dakota, Wyoming, Colorado, Utah, Texas and New Mexico, USA. Family: Tyrannosauridae What’s so interesting about Tyrannosaurus?  Tyrannosaurus fought amongst themselves and possibly undertook cannibalism as well as hunting and scavenging  Massive head and powerful jaws; teeth up to 20cm long with serrated edges  Keen sense of smell, sight and hearing  Tiny two fingered arms too small to reach mouth http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
saurus/Learning+resources
14 Australian curriculum The activities and experiences in the Explore‐a‐saurus exhibition align with the content descriptions of the Australian Curriculum: Science as outlined in the table below.. Science Understanding
Biological Sciences Physical Sciences Year 1 Year 2 Year 3 Living things have a variety
of external features
(ACSSU017) Living things grow, change
and have offspring similar
to themselves
(ACSSU030) Living things can be
grouped on the basis of
observable features and
can be distinguished from
nonliving things
(ACSSU044) Light and sound are
produced by a range of
sources and can be sensed
(ACSSU020) A push or a pull affects
how an object moves or
changes shape
(ACSSU033) Biological Sciences Earth and Space Sciences Year 4 Year 5 Living things,
including plants and
animals, depend on
each other and the
environment to
survive
(ACSSU073)
Living things have
structural features
and adaptations that
help them to survive
in their environment
(ACSSU043) The growth and
survival of living
things are affected
by the physical
conditions of their
environment
(ACSSU094) Year 6 There are
differences within
and between groups
of organisms;
classification helps
organise this
diversity
(ACSSU111) Year 7 Earth’s surface
changes over time
as a result of natural
processes and
human activity
(ACSSU075)
Sudden geological
changes or extreme
weather conditions
can affect Earth’s
surface
(ACSSU096) The activities and experiences also align with: 
Science as a Human Endeavour: Nature and development of science 
Science Inquiry Skills: all sub‐strands. 15 Explore-a-saurus
Teacher notes Learning Resources The following learning resources are provided to support your visit the exhibition and a dinosaur unit you may undertake in the classroom. The resources include: 
Exhibition Learning Tasks: Guidelines including suggested strategies and investigations to support student learning during their tour of the exhibition 
Classroom projects and activities: pre‐ and post‐visit projects and activities 
Additional resources: Links to websites containing information and digital learning objects Exhibition Learning Tasks Guidelines Teachers will need to decide or negotiate:  Whether students will be working in groups or individually. If students are to work in groups, then teams of three to four students are best to avoid crowding around each exhibit. The learning task resources include a team agreement/contract to assist students to explore how they can work within their teams. Teams will also need to discuss how they will collect the images/information they require for their task, during their visit. 
Which one or more learning tasks are suitable for students within the class to complete? All students may complete the same activity or they may be allowed to choose one for themselves. These may be adapted to ensure that they are appropriate for each individual or group of students. The activities are flexible and cater for individual needs and interests. A particular Australian Curriculum content description could also be selected as the focus of the visit. 
Whether students are allowed bring digital cameras or mobile phones so they can document their experience in the exhibition for later use. Students may also be allowed to use the voice recording function on their mobile phone or mp3 player to record their observations. 
How students will move through the exhibition and what they might see. Taking their particular learning task into consideration, each team should identify which exhibits may be of most relevance to completing their task. During their visit, they must try to get through as many of the relevant exhibits as possible and gather the information or images they need to be able to complete their task back at school. If an exhibit is ‘busy’ it is important that they try to find another one that they can use rather than just waiting for one to become free. The order in which students work through the exhibits is not important, so encourage the class to start at different places within the exhibition. 
Each student or team will need to decide what format their final presentation will take. Investigations 1. How does a palaeontologist know what a dinosaur looked like and how it behaved? It is possible to tell a great deal about the life of a fossil organism and its habitat. This is done by carefully studying the fossil itself and the surrounding rock. Even a single tooth, bone, or footprint may tell something of the life of the animal. What evidence does a palaeontologist use to decide what a particular dinosaur looked like, how it moved, what it ate? What evidence is presented in the exhibition? Is there anything that is missing? How accurate are their ideas, have they changed over time as new discoveries are made? http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes 2. Dinosaur adaptations The structure of part of a fossil refers to its physical features and what it looks like. Its function refers to how it worked or what it did. Often the structure of a particular body part helps the organism to perform a certain function or job. That is, the structure of a body part is an adaptation for a specific function. Palaeontologists use fossil evidence to infer adaptations of dinosaurs that help them to survive in the environment during the Mesozoic. Students can collate a list of adaptations for the dinosaurs in the exhibit. The information panels include details of many adaptations. Students could complete a table similar to the one below: Dinosaur Stegosaurus Adaptive feature Bony plates Long tail spikes Toothless beak Purpose Possibly body temperature regulation Defence Nipping plants Similar example from living animal Large ears of elephants Rhinoceros horn Marine turtle “beak” Extension: identify additional adaptive features not written on the information panels. Supporting resource: 
Interpreting Fossil Evidence (341 KB) Student worksheet; Teacher notes. This is one of the educational resources from Queensland Museum’s online learning resource, Dinosaurs, Climate Change and Biodiversity. It examines fossil bones, teeth, beaks and skeletons and compares them with current species to infer the diet, movement, habitats, and niche of extinct organisms. http://www.qm.qld.gov.au/Learning+Resources/Resources. 3. Feeding type Categorise each dinosaur as a herbivore, carnivore or omnivore and justify their choices (e.g. by referring to teeth, claws, body shape, eye position, etc.). 4. Dinosaur research project Research and present information about a particular dinosaur. 1. Students choose one of the dinosaurs on display in the exhibition and take notes, photographs or video/audio recordings. 2. Conduct further research back in the classroom. 3. Students present their research in a chosen format: e.g. digital photo story, poster, annotated image, slideshow, report, or podcast. Style examples include: an information profile, interview with the dinosaur, or an investigative report. 5. External features Students list external features of the dinosaurs. They can compare these features with animals that live today. Are there animals today that have similar features? http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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17 6. Forces Explore-a-saurus
Teacher notes What forces are applied by the jaws of a dinosaur? What simple machines occur in the Tyrannosaurus skull of Robosaurus? What simple machines and forces are involved to make the robotic dinosaur move? 7. Dinosaur controversies Many facts about dinosaurs are controversial. The Explore‐a‐saurus exhibition examines a number of issues such as:  Did dinosaurs care for their young?  What noises did they make?  What was the colour of their skin?  How fast could dinosaurs move?  What caused dinosaur extinction? (Supporting information is provided below). Students can take on the role of an investigative reporter, fossil detective or Junior Palaeontologist and describe the type of evidence that scientists have available today and what inferences can be derived from that evidence. As student tour the exhibition they can write answers to these questions. Smart phones and digital cameras can be used by students to record their explanations and engagement with the interactive elements of the exhibition. The information or video/audio content can be used to create a report back in the classroom. Classroom Projects The following project ideas can be presented to students as multi‐lesson activities. They can be used as assessment items. They can be integrated with other content descriptions in the Science Curriculum or with cross‐curricular areas such as Mathematics and English. 1. Design your own dinosaur This activity can be adapted depending on age. Students choose a dinosaur and research its features, adaptations, habitat, behaviour and the history of the palaeontology involved in its discovery. Descriptive elements could include:  Create a name for your dinosaur using the table of names at the end of this document.  What body shape and skin colour does the dinosaur have?  Does it use camouflage, if so why?  How does it capture or collect food? Is the animal an herbivore or carnivore?  What sound does it make?  How did it move?  How does it call or attract a mate?  What defensive features does it have? List adaptations and describe how they increase survival. http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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18 2. Design a dinosaur museum exhibit Explore-a-saurus
Teacher notes As an extension activity to ‘Design your own dinosaur’, students could design a museum exhibit that could be added to the Explore‐a‐saurus exhibition. Students must include a description of the background scenery and other objects that would be included in the display. The display can be illustrated by a poster drawing, computer generated illustration or even a diorama. Design elements can include: measurements, skills needed/professional personnel employed, materials used (students may research materials that could be used in the construction of the models). Students could also create an information panel to accompany their ‘exhibit’. This panel could focus on an aspect of palaeontology in which fossil evidence provides clues to dinosaur biology or behaviour. 3. Design a theme park for dinosaurs. There are many things that need to be considered in the design of a theme park. Not only do you need to think about the rides that will be offered, but also what facilities you will need to provide. Some things you will need to decide on are:  What menus will the food stalls offer?  How will you design the toilets?  What are the height and weight limits for each ride?  Have you designed the layout for easy access for all sizes of dinosaurs?  Do you need a locker space? How big do the lockers need to be? There are other things you will need to consider in your design. What allowances do you need to make for different dinosaurs? Have you catered for both carnivores and herbivores? 1. Design the layout of the park, placing rides, shops and facilities at convenient locations. Be prepared to justify your design and placement of facilities. 2. Make a sketch of your layout, or a model of your park. 3. Present your ideas to the rest of your class. 4. Could dinosaurs rule the Earth? It is thought that the dinosaurs died out after the Earth was hit by an asteroid. If the dinosaurs didn’t die out and were still alive today, how would they have evolved? Would they be the dominant species on Earth? What would their relationship be with other life forms on the planet? Would their adaptations help them survive in today’s environment? Which ecosystems would they be most adapted to? What animals might they have competed with? Could humans co‐exist with dinosaurs? This project could be adapted whereby each student focuses on a single species of dinosaur. 5. What if? An asteroid did hit the Earth and the resulting dust cloud meant that the planet had six months of darkness. What would be the effect on the food chain? Hint: look at plants as well as animals in the food chain. What would survive? How would the different species survive and would they thrive? http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes Classroom Activities The following activities may be used prior to, and/or after a visit to Explore‐a‐saurus at the Queensland Museum & Sciencecentre. 1. Fossil formation These resources support investigation of the processes of fossil formation. Hands‐on activities 
Learning About Fossils Through Hands‐On Science and Literacy. Activities. A unit that supports a sequential investigation, including hands‐on activities, of (a) what fossils are, (b) how they are formed and (c) how they are found. http://beyondpenguins.ehe.osu.edu/issue/learning‐from‐the‐polar‐
past/learning‐about‐fossils‐through‐hands‐on‐science‐and‐literacy. 
How are fossils formed? Activity. Hands‐on modelling of the process of fossil formation using plaster and sand. http://www.fossils‐facts‐and‐finds.com/fossilization.html. Learning objects 
Burying Bodies. BBC Walking with Beasts. Learning object. A body must be buried in the right environment for a chance to become a fossil. This includes looking at the role of erosion. http://www.abc.net.au/beasts/fossilfun/burial/default.htm. 
Fossilisation. BBC Walking with Beasts. Learning object. Animation that illustrates how the different types of fossils are formed as well as different processes that can prevent fossils from forming. http://www.abc.net.au/beasts/fossilfun/makingfossils/default.htm. 
Fossil mysteries. Who moved the body? Learning object. Interactive challenge in which images representing stages in the process from fossil formation to excavation must be placed in order. http://www.sdnhm.org/archive/exhibits/mystery/interactive_1.html. 
Fossil mysteries. What am I? Learning object. Interactive challenge in which different stages in fossil formation and discovery are examined to view clues that will help identify the fossil. http://www.sdnhm.org/archive/exhibits/mystery/interactive_2‐1.html. 
Layers of time. Learning object. Put the rock layers in order from oldest to youngest using the fossils found in each layer. http://www.amnh.org/ology/features/layersoftime/game.php. 
The Fossilization Game, Learning From the Fossil Record. Activity. Active game in which students explore factors that affect fossil formation. http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit. Information 
How do fossils form? Oxford University Museum of Natural History. Information. Illustrations and text outline the sequence of events of fossil formation and exposure. http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm. Activity suggestion: Print and cut out the illustrations and descriptions for each step. Have students place them in the correct order. 
From Dinosaur to Fossil. Australian Museum. Information. A summary of the process of fossil formation (4 stages) with illustrations. http://www.australianmuseum.net.au/From‐dinosaur‐to‐fossil. 
Discovering fossils. Information. Series of illustrations and description of fossil formation and discovery. http://www.discoveringfossils.co.uk/whatisafossil.htm. 2. Fossil jigsaws Students can investigate the following concepts using fossil jigsaws and other online resources: 
Palaeontologists use practices such as sorting, classification and trial‐and‐error to reconstruct skeletons http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes 
The majority of fossils are dispersed and damaged which makes reconstructing dinosaur and megafauna skeletons a difficult task 
Environmental processes such as erosion and landslides, and biological processes such as animal scavenging cause fossil remains to become dispersed 
Erosion and weathering after exposure of fossils can also add to dispersal and damage. External resources:  Dinosaur Jigsaws. Fact sheet about dispersion of fossil remains and conditions that increase the likelihood of fossilisation, as well as student activity to cut and reconstruct two skeletons. Available at www.qm.qld.gov.au/microsites/dino/pdf/For‐Teachers/4.0 Dinosaur Jigsaws.pdf [Last accessed 28 Aug 2012].  Dinosaur skeleton jigsaw. BBC. Available at http://www.bbc.co.uk/sn/prehistoric_life/games/skeleton_jigsaw/.  The Great Fossil Find. ENSI. ‘Students are taken on an imaginary fossil hunt. Following a script read by the teacher, students "find" (remove from envelope) paper "fossils" of some unknown creature, only a few at a time. Each time, they attempt to reconstruct the creature, and each time their interpretation tends to change as new pieces are "found".’ Available at http://www.indiana.edu/~ensiweb/lessons/gr.fs.fd.html, and www.gcsu.edu/nhm/docs/great_fossil_find.pdf.  Fossilization and adaptation: activities in palaeontology. Brent H. Breithaupt. Activity 1: Fossilization. ‘Not all parts of animals become fossilized. It may not be possible to know some details of what an ancient animal or plant was like because many parts of the anatomy may not become fossils.’ http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit.  Dino bones. Cut out bones of dinosaur split‐pin them together to form a dinosaur skeleton. http://pbskids.org/curiousgeorge/printables/dino.html. 3. Most popular dinosaur This task involves the application of mathematics. Students take a class poll of their favourite dinosaur. This data is collated and used to create a graph (e.g. bar, column or pie chart). Students analyse the graph and write a short report. Discussion points could include explanations as to why a particular dinosaur may have been most popular. 4. Map the dinosaurs Students mark on a map the continents on which the dinosaurs highlighted in the exhibition once lived. Students can also mark on a map of Australia where the major fossil sites are located. Students should become familiar with Australian dinosaur species, identifying the dinosaurs which did not inhabit Australia. 5. Size and scale: Compare the heights and/or lengths of different dinosaurs to everyday objects, buildings or spaces. While large dinosaurs feature prominently in books, remember that many dinosaur species were small. Discuss advantages of being big or small. 6. Fossil clues: Fossils provide clues about the life in the past. They are physical evidence from which inferences can be made. Students can research the different types of evidence and what they can tell us about life millions of years ago. http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
saurus/Learning+resources
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Teacher notes External resources:  What can we learn from fossils? Utah Education Network. The two lessons described in this section are designed for students in grades 3‐5. A. Fossil Inferences—Students will use their knowledge about fossils to arrange fossil pictures in sequence from oldest to youngest. http://www.uen.org/Lessonplan/preview.cgi?LPid=16319. B. Fossils—Students will act as palaeontologists and attempt to figure out the environment where various fossils would have existed. http://www.uen.org/Lessonplan/preview.cgi?LPid=16320.  Living large. American museum of Natural History. This is a well produced learning object in which students examine fossils, gather clues from experts, and find out how sauropods lived! It combines video, obtaining information from different types of palaeontologists and scientists and interpreting clues in order to answer questions. http://www.amnh.org/ology/features/livinglarge/. 7. Palaeontologists What is a Palaeontologist? Students read profiles and interviews of Palaeontologists and use this information to describe a palaeontologist. They could create their own mock interview in which they adopt the role of a palaeontologist. External resources:  Profile of Queensland Museum palaeontologist and recipient of the Young Australian Of the Year award in 2002, Scott Hocknull. http://www.qm.qld.gov.au/Research/People/People/Profile/H/Scott+Hocknull.
 Interviews of three palaeontologists on the website of the American Museum of Natural History. http://www.amnh.org/explore/ology/paleontology/. 8. Dinosaur tracks Students explore what dinosaur tracks can tell us about dinosaur behaviour. They create tracks using wet sand or plaster of Paris. Resources to support this activity are widely available on the Internet. A few examples are:  What can fossil footprints tell us? American Geosciences Institute. http://www.k5geosource.org/2activities/1invest/fossils/pg5.html.  Fossil footsteps. Utah Education Network. http://www.uen.org/Lessonplan/preview.cgi?LPid=11137.  Dinosaur tracks. OzFossils. http://www.abc.net.au/science/ozfossil/ageofreptiles/fauna/tracks.htm http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes Additional Resources Queensland Museum Resources •
Dinosaurs, Climate Change and Biodiversity. Microsite. This online learning resource is designed for Middle School students. However, there are activities and information suitable for upper primary and beyond. The resource includes information on dinosaurs discovered recently in outback Queensland; theories on the extinction of the dinosaurs; research into the effects of past climate change on Australia's fauna; the evolution of Australian fauna; the extinction of species including the Megafauna; relevant resources on sustainable living; interactive games; activities, fact sheets, and lots of teacher and student worksheets. http://www.qm.qld.gov.au/microsites/dino/index.html. •
For additional resources and fact sheets, navigate to the Queensland Museum resources web page, and search for key words such as ‘Dinosaur’ in the search box. http://www.qm.qld.gov.au/Learning+Resources/Resources •
Loan kits. You can borrow evidence of Queensland's prehistoric past from Queensland Museum Loans. The objects and kits enable students to engage in object‐based learning. http://www.qm.qld.gov.au/microsites/dino/04‐related‐qm‐resources/queensland‐museum‐resources.html. Websites •
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Museum Victoria Education Resources ‐ Dinosaur Walk and 600 million years http://museumvictoria.com.au/melbournemuseum/discoverycentre/dinosaur‐walk/ http://museumvictoria.com.au/melbournemuseum/discoverycentre/600‐million‐years/ American Museum of Natural History – http://www.amnh.org/explore/ology/paleontology Natural History Museum, London – http://www.nhm.ac.uk/kids‐only/dinosaurs/ The Dinosauria – http://www.ucmp.berkeley.edu/diapsids/dinosaur.html ABC websites: Walking with Dinosaurs http://www.abc.net.au/dinosaurs/default.htm OzFossils http://www.abc.net.au/science/ozfossil/default.htm Age of the Beasts http://www.abc.net.au/science/ausbeasts/ Dinosaurs for Kids – http://www.kidsdinos.com/ Scitech – http://www.scitech.org.au/teacher‐resources/resources‐for‐teachers/earth‐and‐space‐
sciences/Page‐2.html Dinosaurnews Webzine – http://www.dinosaurnews.org/. Learning objects Smithsonian Museum of Natural History http://paleobiology.si.edu/dinosaurs/interactives/dig/main.html  ABC. http://www.abc.net.au/beasts/fossilfun/  American Museum of Natural History. http://www.amnh.org/explore/ology/paleontology  Colossal fossils: the dig. The Le@rning Federation. Learning object. Join a team of palaeontologists working on an Australian megafauna dig site. Whilst suggested for Years 7 and 8, this resource is appropriate for Year 4 students. as it uses simple language and provides walkthrough instructions. ‘Dig up and describe a megafauna jaw bone or skull. Use tools such as a pick, rock hammer and scraping knife. Prepare the fossil for removal using tools such a fine brush, glue and plaster. See how the features of the bone are used to identify the physical features of the animal it came from.’ This learning object is one in a series of two learning objects. Accessible at Scootle (http://www.scootle.edu.au/ec/p/home) and The Learning Place (Education Queensland). 
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Learning object: Colossal fossils: jaw analysis. The Le@rning Federation. This lesson may not be appropriate for Year 4 as it requires higher‐order thinking. However, it is suitable as a companion activity for students http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes who would like to extend their learning. ‘Analyse a fossil jaw and work out which large extinct animal it came from. Measure the jaw's length and height, and estimate the body size of the animal. Examine the type of teeth and their arrangement. Decide whether the animal was adapted to eat plants, insects, other animals or a combination. Identify an extinct animal by matching the estimated body size and type of diet.’ This learning object is one in a series of three learning objects. Accessible at Scootle (http://www.scootle.edu.au/ec/p/home) and The Learning Place (Education Queensland). 
Dino dig. Tvokids. Simple game in which the player adopts the role of a junior palaeontologist. Using appropriate tools (pick, then trowel and finally a brush) they ‘dig up’ five fossils from different locations around the world and put them together. This combines excavation and piecing together dinosaur skeletons. http://www.tvokids.com/games/dinodig. 
Virtual fossil dig. National Geographic. Dig up three fossils, plaster and crate them, and then examine them back in the laboratory. http://www.nationalgeographic.com/seamonsters/virtualdig/index.html. 
Learning About Fossils Through Hands‐On Science and Literacy. Activities. A unit that supports a sequential investigation, including hands‐on activities, of (a) what fossils are, (b) how they are formed and (c) how they are found. http://beyondpenguins.ehe.osu.edu/issue/learning‐from‐the‐polar‐past/learning‐about‐fossils‐through‐
hands‐on‐science‐and‐literacy. 
How are fossils formed? Activity. Hands‐on modelling of the process of fossil formation using plaster and sand. http://www.fossils‐facts‐and‐finds.com/fossilization.html. 
How do fossils form? Oxford University Museum of Natural History. Information. Illustrations and text outline the sequence of events of fossil formation and exposure. http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm. 
Burying Bodies. BBC Walking with Beasts. Learning object. A body must be buried in the right environment for a chance to become a fossil. This includes looking at the role of erosion. http://www.abc.net.au/beasts/fossilfun/burial/default.htm. 
Making fossils. BBC Walking with Beasts. Learning object. Animation that illustrates how the different types of fossils are formed as well as different processes that can prevent fossils from forming. http://www.abc.net.au/beasts/fossilfun/makingfossils/default.htm. 
Fossil mysteries. Who moved the body? Learning object. Interactive challenge in which images representing stages in the process from fossil formation to excavation must be placed in order. http://www.sdnhm.org/archive/exhibits/mystery/interactive_1.html. 
Fossil mysteries. What am I? Learning object. Interactive challenge in which different stages in fossil formation and discovery are examined to view clues that will help identify the fossil. http://www.sdnhm.org/archive/exhibits/mystery/interactive_2‐1.html. 
Layers of time. Learning object. Put the rock layers in order from oldest to youngest using the fossils found in each layer. http://www.amnh.org/ology/features/layersoftime/game.php. 
From Dinosaur to Fossil. Australian Museum. Information. A summary of the process of fossil formation (4 stages) with illustrations. http://www.australianmuseum.net.au/From‐dinosaur‐to‐fossil. [Last accessed 4th September, 2012]. 
Discovering fossils. Information. Series of illustrations and description of fossil formation and discovery. http://www.discoveringfossils.co.uk/whatisafossil.htm. 
The Fossilization Game, Learning From the Fossil Record. Activity. Active game in which students explore factors that affect fossil formation. http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#topbreit. http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes Books available from the Queensland Museum & Sciencentre shop or online book store (http://www.shop.qm.qld.gov.au/default/):  Animals from Australia's Past Colouring Book. $5.95  The Amazing Book of Dinosaur Activities. $9.95 Other books.  Holtz, T. R. Jr. 2007. Dinosaurs: The Most Complete, Up‐to‐Date Encyclopedia for Dinosaur Lovers of All Ages. Random House, New York.  Paul, G. S. 2011. Dinosaurs: a field guide. A & C Black, London.  Long, J. and Schouten, P. 2008.Feathered dinosaurs: the origins of birds. CSIRO Publishing, Collingwood.  Kear, B. P. and Hamilton‐Bruce, R. J. 2011. Dinosaurs in Australia: Mesozoic life from the southern continent. CSIRO Publishing, Collingwood.  Kool, L. 2010. Dinosaur Dreaming: exploring the Bass Coast of Victoria. Monash Science Centre, Clayton.  Rich, T. H. 2007. Polar Dinosaurs of Australia. Museum Victoria, Carlton.  Rich, T. H. and Vickers‐Rich. 2003. A century of Australian dinosaurs. Queen Victoria Museum and Art Gallery, Launceston. http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes Glossary Geological Periods Triassic (251‐199 million years ago [m.y.a.]) so named because the strata that comprise sediments of this age can be divided into three distinct types. Jurassic (199‐145m.y.a.) named after the mountain range between France and Switzerland where rock strata of this age and type were first discovered. Cretaceous (145‐65m.y.a.) from the French word for chalk, cretace, which is found in rock strata of this age. Geological Eras Proterozoic means ‘earlier life’ (2500‐542 m.y.a.)
Palaeozoic means ‘old life’ (542‐251 m.y.a.)
Mesozoic means ‘middle life’ (251‐65 m.y.a.) Cainozoic means ‘new life’ (65 m.y.a. ‐ today) Biochemistry Endothermic ‐ generating internal heat to moderate body temperature e.g. modern birds and mammals (commonly referred to as ‘warm‐blooded’). Ectothermic ‐ relying on the environment and behaviour to regulate body temperature. e.g. typical reptiles (commonly referred to as ‘cold‐blooded’). Dinosaur classification Saurischia ‐ lizard‐hipped dinosaurs such as Apatosaurus, Tyrannosaurus rex, and the ancestors of modern birds. Ornithischia ‐ bird‐hipped dinosaurs such as Stegosaurus, Triceratops, Muttaburrasaurus and Maiasaura. Dinosaur families Diplodcidae meaning ‘of the two‐fold beams’. Hadrosauridae meaning ‘of the large reptiles’. Iguanodontidae meaning ‘of the iguana‐toothed’. Stegosauridae meaning ‘of the roofed reptiles’. Tyrannosauridae meaning ‘of the tyrant reptiles’. Ceratopsidae meaning ‘of the horned‐faces’. Dromaeosaurid meaning ‘running lizard’. Dinosaur The word dinosaur was coined in 1841 by Sir Richard Owen in specific reference to the only three known at the time ‐Megalosaurus, Iguanodon and Hylaeosaurus. The word derives from the Greek, deinos ‐ terrible and sauros ‐ lizard. http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes Dinosaur names Name (Language of Origin) Meaning in English acantho (from the Greek akanthos, meaning bear's foot) spiny acro (Greek) high aeto (Greek) eagle allo (from the Greek word allos) other alti (from the Latin word altus) high ambi (Latin) both or two amphi (Greek) both or two an (Greek) not or without anato (Latin) duck anchi (from the Greek word agkhi) near ankylo (from the Greek word ankylos) hook, joint, fused, stiff or bent anser (Latin) goose antho (from the Greek word anthos) flower anuro (Greek) no tail apato (Greek) deceptive archaeo (from the Greek word archaios) ancient avi or avis (Latin) bird bactro (from the Greek word baktron) baton or club baga (from the Mongolian word baga) little baro or bary (from the Greek word barys) heavy bellu (from the Latin word bellus) beautiful brachio (from the Greek word brachion and the Latin word arm brachium) brachy (Greek) short bronto (from the Greek word bronte) thunder calamo (from the Greek word kalamos) reed camara (from the Greek word kamara) chamber campto (from the Greek word kamptos) flexible campylo (from the Greek word kampylos) bent carchar (from the Greek word karkhar) jagged cardio (from the Greek word kardia) heart carno (Greek ) flesh caud or caudia (Latin) tail centro (Latin) left cephalo (from the Greek word kephale) head cera, ceras (from the Greek word keras) horn cerno (from the Latin word secerno) divide or sever cero (from the Greek word keras) horn http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes chasmo (from the Greek word khasma) chasm or yawning fissure chiro or cheirus (from the Greek word kheir) hand chondro (from the Greek word khondros) cartilage cion (from the Greek word kion) column or pillar clao (from the Greek word klao) break or crush cneme (from the Greek word kneme) lower leg or shin bone coeli or coelo (from the Greek word koiloma) opening or cavity compso (from the Greek word kompso) elegant coryth (from the Greek word koryth) helmet costa (from the Greek word costa) rib cryo (from the Greek word kryos) cold crypto (from the Greek word kryptos) hidden cyon (from the Greek word kuon) dog dactly (from the Greek word dactylos) finger deino (from the Greek word deinos) fearfully great or terrible derm (Greek) skin di (Greek) two dino (from the Greek word deino) fearfully great or terrible diplo (from the Greek word diploos) double or in pairs docus (from the Greek word dokos) beam, bar or shaft don or dont (from the Greek word odon) tooth draco (from the Greek word rakon) dragon dromeus or dromeo (from the Greek word dromeus) runner drypto (from the Greek word drypto) wounding echino (Greek) spiny elasmo (from the Greek word elasma) metal plated or elastic, like thin, beaten metal elmi (Greek) foot eo (from the Greek godess of the dawn, Eos) dawn equus (from Latin) horse eu (from the Greek word eus) good or well eury (From the Greek word eurys) wide felis (From Latin) cat giga (from the Greek word gigas) savage giant gnathus (from the Greek word gnatos) jaw hadro (from the Greek word hadros) large hetero (from the Greek word heteros) mixed or different hippos (Greek) horse hydro (Greek) water hypacro (Greek) top http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes hypselo or hypsi (from the Greek word hypsos) high ichthyo (from the Greek word ichthys) fish iguano (from the Arawak word iwana) iguana kentro (from the Greek word kentron) sharp point or spur krito (from the Greek word kritos) chosen or separated lana (from the Latin word lanatus) woolly lepto (from the Greek word leptos) thin or slender lestes (from the Greek word leistes) robber lio (from the Greek word leios) smooth lite or lithos (from the Greek word lithos) stone lopho, lophos (from the Greek word lophos) crest or tuft lyco (from the Greek word lykos) wolf lystro (Greek) shovel maia (from the Greek Maia, mythical mother of Hermes) good mother macro (from the Greek word makros) long or large megal (from the Greek word megas) great micro (from the Greek word mikros) small mio (Greek) less mono (Greek) single or alone masso (Greek) long or bulky mega (from the Greek megas) huge merus (from the Greek meros) part or portion metro (Greek) measure micro (from the Greek word mikros) tiny mimus (from the Greek word mimikos) mimic morph (Greek) shape nano (Greek) dwarf or very small neo (from the Latin word neos) new neustes (from the Greek word neustes) swimmer nodo (from the Latin word nodulus) knotted or lumpy noto (from the Greek word nodus) node or nodulus notos (from the Greek word notos) south nycho or nychus (from the Greek onykh) clawed odon or odont (from the Greek word odon) tooth oid or oides (Greek) like oligo (from the Greek word oligos) few or little onyx (from the Greek word onyx) claw or talon opistho (from the Greek word opisthen) at the back or behind ops (from the Greek word ops) eye or face http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes opsis (from the Greek word opsis) face ornis or ornitho (from the Greek, ornis means bird) bird oro, oros, oreios (from the Greek word oros) mountain ortho (from the Greek word orthos) straight ovo or ovi (from the Latin word ovum) egg pachy (from the Greek word pachys) thick para (Greek) beside patri (Latin) father pedi (Latin) foot pelon (from the Greek word pelos) mud or clay peloro (from the Greek word peloros) monstrous penta (Greek) five phalanges (from the Greek word phalanx) fingers or toes phyllo (from the Greek word phyllon) leaf physis (Greek) form placo (Greek) broad or flat plateo (from the Greek word plateos) flat plesio (from the Greek word plesios) near pleuro (from the Greek word pleuron) side or rib plio (from the Greek word pleion) more pogon (Greek) beard poly (from the Greek word polys) many or much pod or pos (Latin) foot or to put preno (Greek) sloping prio (from the Greek word prion) saw pro (Greek) before protero (from the Greek word proteros) earlier or former proto (from the Greek word protos) first or earliest psittaco (from the Greek word psittakos) parrot pteron (from the Greek word pteron) feather or wing pteryx (from the Greek word pterygion) wing or fin pyro (from the Greek word pyros) fire quadr (Latin) four raptor (Latin) robber or plunderer rex (Latin) king rhinus or rhino (Greek) nose or snout rhomale (from the Greek word rhomaleos) robust or strong saetum (Latin) bristle salto (Latin) leaping sarco (Greek) flesh http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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Teacher notes saur, sauro or sauros or saurus (from the Greek word sauros) lizard (or generalized reptile) scapho (from the Greek word skaphe, meaning boat) canoe scelida (from the Greek word skelis) hind leg segno (from the Latin word segnis) slow seismo (from the Greek word seismos) earthquake Sino Chinese smilo (Greek) knife spino (Latin) thorn or backbone spondyl (from the Greek word spondylos) vertebrae stego (from the Greek word stegos) roof or cover steno (from the Greek word stenos) narrow, close or slender strepto (from the Greek word streptos) reversed struthio (Greek) ostrich suchus (from the Greek word soukhos) crocodile tetra (Greek) four thallasso (Greek) sea thero, therium (from the Greek word therion) beast titano (Greek) titanic tops (Greek) face tri (Greek) three troo (Greek) wound tyranno (from the Greek word tyrannikos) tyrant ultra (Latin) extreme urus tail veloci (from the Latin word velocitas) speedy venator (from the Latin word venator) hunter vulcano (from the Latin god Vulcanus) volcano zo, zoa, zoon (from the Greek zoia) animals or life zygo (Greek) joined http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/11/Explore‐a‐
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