UKS2 Topic: Dinosaurs and Fossils Block I: Dinosaur Extinction
Session 3 Dino Debate
Science: Recognise that fossils provide information about living things that inhabited the Earth
National
millions of years ago; Recognise that living things produce offspring of the same kind, but normally
offspring vary and are not identical to their parent; Identify how animals and plants are adapted to suit
Curriculum
Teaching
Objectives
National
Curriculum
Teaching
Objectives
Resources
their environment in different ways and that adaptation may lead to evolution.
To refine the arguments (‘for’ and ‘against’) for each extinction theory.
English: Develop wider skills in spoken language; Pupils’ confidence, enjoyment and mastery of
language should be extended though public speaking, performance and debate.
To plan and engage in a debate, each group arguing the case for their extinction theory.
Weblinks
Extinction pictures; http://www.noisyclassroom.com/primary/ideas/preparing-a-debate-with-a-class.html - Tips on how to
Dino-Debate tips;
create debate in the classroom; www.theguardian.com/higher-education-network/teacherLarge sheets of
blog/2012/jun/18/pupil-class-debate - The value of debate in the classroom;
paper; Thick pens.
https://www.youtube.com/watch?v=zPoVOO3YVkE - A 6 min clip of dinosaur extinction events.
Whole class: Display the four pictures from the session resources in four spaces in the classroom or hall. These four images
represent the four extinction theories the chn were researching in the previous session. They may have done more research
since then, at home or during the school week. Ask the chn to take their research sheets and move to the picture which best
represents their research. By doing so, they should meet others there who are also working on that theory. Ask these newly
formed research groups to swap ideas and discuss their research. When they have done so, give them a large sheet of paper
and a thick pen. Ask the groups to nominate a scribe who will jot down the main ‘for’ and ‘against’ points of their group. Give
the chn the Debate Tips (session resources). Move around the class, asking the chn Do you all agree on this evidence? Why?
Why not? What piece of evidence is the most compelling? Why?
When the groups are ready, clear a space at the front of the class. Invite each group to come up and present their theory. The
rest of the class can make notes if they wish. At the end of each presentation, turn to the class and ask them for their opinion.
Ask them Is the theory plausible/possible? Is there enough evidence to support this theory? It would provide a good visual clue
to the class if you displayed the pictures of the 4 main theories in the classroom, alongside the debate sheets and notes.
Easy/ Medium/ Hard
Make sure that the dominant personalities do not take centre stage during the presentation and debate section. Remind them
to give the other people in their group a chance to speak, or move them out and into an adult-led group. Encourage all the
chn to use the language of presentation and debate as they express their opinions and negotiate turn-taking. Model, and
encourage, phrases such as ‘In my opinion…’, ‘I understand; however…’ ‘With all due respect...’ ‘May I interrupt?’ and ‘Please
let me finish’. These phrases can be taught and practised in class activities before the debate.
When all the groups have presented their research, ask the chn to spend a couple of minutes in their research
Plenary
groups discussing the evidence from all the theories. Then draw the class together and ask them what they have
been discussing. Having been presented with more evidence from each of the theories, ask the chn to vote on
which one they consider to be the most plausible. To do this, you can either have a ‘hands up’ vote, a secret
ballot vote or move into a large space (hall or playground) and ask the chn to move to the picture they consider
to represent the most reasonable theory. It is important to remind the chn that palaeontologists disagree about
how the dinosaurs became extinct, and new evidence is being uncovered all the time. So, the class may have
voted for one particular theory, but it does not actually mean that theory is what actually happened.
Play the chn https://www.youtube.com/watch?v=zPoVOO3YVkE a 6 min clip of dinosaur extinction events. Play
it twice. The first time the chn should just watch and enjoy the clip. The second time, ask the chn to make notes
on the sequence of events the clip portrays. Tell the chn that some palaeontologists do not believe in just one
theory, but that dinosaur extinction occurred due to many events happening at the same time/as a
consequence of each other. Some palaeontologists believe all four of the theories explored in this session
contributed to dinosaur extinction.
Children will
Outcomes
 Refine and analyse the arguments (‘for’ and ‘against’) for each extinction theory
 Plan and engage in a debate, each group arguing the case for their extinction theory; they can vote for
the most plausible theory
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