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K–12 EDUCATOR’S GUIDE

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K–12 EDUCATOR’S GUIDE

Quick Tips • The exhibit entrance is located on the upper level of the Mandell Center. To enter the exhibit, your

group will walk up a ramp from the main atrium near the Amazing Machine exhibit.

• When you exit the exhibit, you will be on the upper level of the Karabots Pavilion which connects

to the third floor of the main Science Center through the Sir Isaac’s Loft exhibit.

• On average, most groups will spend about 40 minutes in the exhibit, if carefully examining all of

the displays. There is no re-entry allowed. Restrooms are located near the exhibit entrance in the

Bartol Atrium behind the elevators. There are no restrooms inside the exhibit.

• No food or beverages are allowed in any of the exhibit galleries.

During your visit, students will: ✔ Encounter seven animatronic dinosaurs as

well as live actors in theatrical settings.✔ Interact with devices that help explain the

science behind the movie.

After your visit, students will: ✔ Think about the ethical consequences of

genetic modifications.✔ Be curious to learn more about the how

paleontologists recreate the past.

K–12 EDUCATOR’S GUIDE

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 2

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About the Exhibit The Franklin Institute is pleased to host JURASSIC WORLD: THE EXHIBITION.

Your students will get closer to dinosaurs than they ever have before in Jurassic World: The Exhibition!

Based on one of the biggest blockbusters in cinematic history, the Exhibition immerses audiences of all

ages in scenes inspired by the beloved film. Now, the park that was only a promise comes to life…right

before your eyes. Travel to Isla Nublar as a VIP guest and explore Jurassic World. Stare in wonder at a

towering Brachiosaurus, come face-to-face with a Velociraptor, and get a rare up-close look at the most

vicious dinosaur of them all, Tyrannosaurus rex. Created in close collaboration with renowned paleontologist

Jack Horner, the Exhibition is infused with interactive educational elements—drawn from the real-world

science of dinosaur DNA that allowed Jurassic World to come to life. Visitors of all ages can now learn all

about these incredible prehistoric creatures.

How to Prepare The exhibition features theatrical elements that may be startling to some students. Students should be

prepared for loud noises, strobe lighting, mist, and sudden movements. As in the film, there are dinosaur

battle scenes which some students may find unsettling.

Chaperones and students should know that the museum encourages conversation around the displays and

children should ask questions and discuss what they see. Museum etiquette suggests that the conversation

be kept to an appropriate indoor volume level.

Running through the exhibit is not allowed. Designate a meeting location within the exhibit when you arrive

in case someone gets separated. Please do not congregate at the entrance/exit, however, so as to enable

other guests to enter and exit easily.

There are no restrooms inside the exhibit and there is no re-entry allowed, so plan ahead and use the

restrooms in the main Bartol Atrium before entering.

Note that the exhibit’s exit is through a gift shop which features items related to the exhibition at many

price levels—from small souvenirs to more expensive collectible items. Be prepared to direct your students

accordingly to allow them time to shop or to proceed directly through to your next destination.

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 3

JURASSIC WORLD EDUCATOR GUIDEIntroduction to the Exhibition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Next Generation Science Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

NGSS Cross Cutting Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

The Exhibition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

TABLE OF CONTENTS

AREA 100 | Intro Theater . . . . . . . . . 6

Activity: Ethics in Science . . . . . . . . . . . . . . . . 6

Ethics Cards for Ethics in Science | ACTIVITY . . . . . . . . . . . . . . 8

AREA 200 | Welcome . . . . . . . . . . . . 9

Activity: How’s The Climate? . . . . . . . . . . . . . . 9

What’s The Climate | HANDOUT . . . . . . . . . . . 11

AREA 300 | Gentle Giants Petting Zoo . . . . . . . . . 13

Activity: Whose Scat is That? . . . . . . . . . . . . . 13

Whose Scat is That? | WORKSHEET . . . . . . . . 16

AREA 400 | Hammond Creation Center . . . . . . . . . 17

Activity: Whose Blood is That? . . . . . . . . . . . . 17

Whose Blood is That? | WORKSHEET . . . . . . . 19

AREA 500 | T. Rex Kingdom Welcome Area . . . . . . 20

Activity: The Fiercest Animal on Earth . . . . . 20

The Fiercest Animal on Earth | WORKSHEET . . 22

AREA 600 | T. Rex Kingdom Feeding Experience . . 23

Activity: My Creature’s Offspring . . . . . . . . . . 23

My Creature’s Offspring | WORKSHEET . . . . . 25

AREA 700 | Gyrosphere Valley . . . . 26

Activity: The Hidden Dinosaur . . . . . . . . . . . . . 26

The Hidden Dinosaur | WORKSHEET . . . . . . . . 28

AREA 800 | Innovation Center . . . . 29

Activity: Preventing Extinction . . . . . . . . . . . . 29

AREA 900 | Scientific Epilogue . . . . 31

Activity: Jurassic World Pre & Post Reflection . . . . . . . . . . . . . . . . . . . . 31

Jurassic World Pre & Post Reflection | WORKSHEET . . . . . . . . 33

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2016 | 4

Introduction to the ExhibitionWhat would it be like to live in a world where dinosaurs actually roamed free? How would they behave? What

would they do? How would you interact with them? The movie Jurassic World explored these questions and in

JURASSIC WORLD: THE EXHIBITION you will be able to experience firsthand what it’s like to visit an island

inhabited by these giant creatures. You and your students will become completely immersed in scenes inspired

by Jurassic World, from taking the ferry to the island, to visiting a science and innovation lab, to getting up

close and personal with a T.rex! This exhibition will thrill students and spark their interest to learn more about

how dinosaurs lived, evolved, and can even possibly be cloned! Visit our website for more information at

JurassicWorldTheExhibition.com.

Included in This GuideTo engage with the Exhibition, teachers can choose what will best fit students’ needs and interests.

This guide contains:

☞Essential questions to ask students while touring the Exhibition.

☞Nine lesson plans with hands-on activities, many of which can be completed at school or

while visiting the Exhibition, including:

➢ Debriefing questions to help students reflect on the lessons

➢ Grade level adaptations for more, or less, complex lessons to allow teachers to modify

activities to all levels.

INTRODUCTION TO THE EXHIBITION

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Activity NameETHICS IN SCIENCE

OverviewIn this activity, students are given a list of several controversial issues in science and society and are asked

to discuss the pros and cons of each. The goal for this first activity is for students to open their minds and to

think about some of the unintended consequences of our actions.

Cross Cutting ConceptCause and Effect

Materials ListEthics Cards, Student journal

ESSENTIAL QUESTIONS

Why would we want to clone a dinosaur?

What are the pros and cons?

What role do people play in controlling nature?

Are there any limitations to what science should do?

AREA 100 | INTRO THEATER

(Continued on page 7)

The Exhibition There are 9 main areas in JURASSIC WORLD: THE EXHIBITION. This guide provides you with essential

questions to ask students as you are visiting each area and a lesson that explores and expands on the

ideas presented in each.

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Procedure | (Continued from page 6)

✔ Complete this activity before you go to JURASSIC WORLD: THE EXHIBITION or before leaving the

ferry in the exhibition.

✔ Ask students if they could clone dinosaurs – would they? Ask students to share what are some of the

reasons that it would be a good idea and what are some of the reasons it would be a bad idea. Record

student responses on the board.

✔ Put students in pairs, assign one student in each group as a “pro” and one as a “con” and pass out the

ethics cards.

✔ Read the first issue to the entire class “Is it right to cut down trees?” Have the “pro” student read the “pro”

statement on the card and have the “con” student read the “con” statement on the card. After each student

has read their card, have each group discuss the pros and cons and try to come to an agreement on whether

they are for or against the statement.

✔ As a whole class, ask the pairs of students to share their thoughts.

✔ Repeat steps 3-5 with the remaining ethics cards.

✔ As a whole class, ask students to think about whether or not we should engineer dinosaurs again.

Add any new ideas to the board.

Grade Level Adaptations

More advanced

Give each pair of students just one card and time to

research the topic, so they can learn more about the

issue. After students have researched their topic, have

them debate their issue in front of the class.

Less advanced

Read each card to the entire class and ask students

for comments.

Debrief • Ask students which of the topics was most interesting or controversial to them and have

them explain why.

• Discuss with students that while science cannot currently create dinosaurs, science has been able

to clone sheep and other animals. While there are clearly some benefits to this, there are also some

ethical questions that need to be considered.

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Ethics Cards for Ethics in Science | ACTIVITY

QUESTIONIs it a good idea to introduce

an animal to a new environment?

PRO“Yes! We can help animals find places where it is easier for them to live AND

these new animals might love it there. “

CON“No! Introducing animals to new areas

causes unknown destruction! They might end up killing off the native plants

and animals.”

QUESTIONShould we breed dogs?

PRO“Yes! By breeding dogs, we make sure we have the qualities we want. We can make dogs that are good hunters have a happy personality and are excellent protectors.”

CON“No! By breeding dogs, we narrow the

gene pool and increase a dog’s likelihood of getting certain illnesses. In addition, there are already plenty of good dogs

that aren’t bred.”

QUESTIONIs it right to cut down trees?

PRO: “Yes! We need trees to build our homes.

Plus, trees are a type of plant, so after we cut one down, another will grow.”

CON: “No! Many animals use trees as their

homes. If we cut them down, these animals won’t have a place to live. Also, trees help

prevent global warming.”

QUESTIONShould we let forest fires burn?

PRO“Yes! Forest fires are natural and they

help forests stay healthy by getting rid of dead trees and plants. If you put out all the fires, it actually hurts the forest.”

CON“No! Forest fires cause animals to lose

their homes, produce a lot of smog, and are dangerous!”

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Activity NameHOW’S THE CLIMATE?

OverviewIn the “Welcome Area,” students are immersed in the flora that existed during the Jurassic Period. Students

should take time and observe the new world they’ve entered. This activity will challenge students to make

inferences about the climate during the Jurassic period, based on flora surrounding them.

Cross Cutting ConceptsPatterns

Materials List: How’s the Climate | WORKSHEET

Procedure✔ This activity should be done at the Exhibit.

✔ Ask students if the types of plants around the world are all the same or if they are different.

Ask students to describe how plants are different in one location than in another.

ESSENTIAL QUESTIONSWhat was the environment like during the time of dinosaurs?

How was it different than our current climate?

How were the plants and trees similar and different during the Jurassic era than they are now?

What caused things to be different?

(Continued on page 10)

AREA 200 | WELCOME

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Procedure | (Continued from page 9)

✔ Ask students why plants are different around the world and write their responses on the board.

As students are responding guide them to include the following features:

✎ Temperature

✎ Amount of rainfall

✎ Seasons and the amount of sunlight

✎ Coverage (the density of plants)

✔ Tell students that they are going to have to predict what the climate was like during the Jurassic Period,

based on their observations of the flora in the exhibit.

✔ Pass out the How’s the Climate worksheet and tell students that when they enter in the “Welcome Area”

of the Exhibit, they will need to complete the handout based on their observations.

✔ For each of the 4 conditions (Rainfall, Temperature, Density of Plants, and Seasons), have the students

select the image that is closest to what they see in the exhibit. When they are done, they should write a

summary of what they think the climate is like.

Grade Level Adaptations:

More Advanced

Have students study the Köppen climate classification

and then try to assign the flora into a sub climate.

Less Advanced

Assign groups of students one category each. Have

each group choose which type of climate they think

it is and compare results.

Debrief • Ask students to share their summaries of the climate in the Jurassic World.

• Ask students to describe some of the challenges and limitations of this activity.

• Discuss with students that in general, the climate during the Jurassic Period was warm, moist, and

most like a tropical climate. However, the world was very different then and there is not a perfect

comparison. Plus, just like today, the climate was not the same everywhere; so there is not one

answer for what the climate was like during the Jurassic Period.

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What’s the Climate? | HANDOUTDirections: Observe the plants around you. For each condition (Rainfall, Temperature, Density of Plants and Type of Season),

circle the image that looks most like what you see.

TEMPERATE TROPICAL POLAR ARID CONTINENTAL

TEMPERATURE WARM HOT COLD HOT DAYS & COLD NIGHTS

WARM DAYS & COLD NIGHTS

DENSITY OF PLANTS DENSE VERY DENSE NOT DENSE NOT DENSE DENSE

TYPE OF SEASONS

DRY SUMMER & COLD WINTER

RAINY & DRY SEASONS

LONG WINTER, SHORT SUMMER

NOT MUCH VARIATION

THROUGHOUT THE YEAR

HOT SUMMER & COLD WINTER

RAINFALL MODERATE HEAVY VERY LITTLE VERY LITTLE MODERATE

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What’s Climate Change? - Handout | (Continued from page 11)

Based on your findings, describe the following during the Jurassic Period:

Rainfall:

Temperature:

Density:

Type of Season:

Write upBased on the data you’ve just collected, write of a summary describing the climate

in the Jurassic Period in 50 - 100 words.

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AREA 300 | GENTLE GIANTS PETTING ZOO

Activity NameWHOSE SCAT IS THAT?!?

OverviewIn the Gentle Giants Petting Zoo, students learn how scientists study dung (also called feces, poop and scat) to

learn about animals. Dung or feces not only helps us to identify animal’s diet, it also tells us about their general

health. Dung is also used to identify animals in the wild. In this activity, students will analyze the size and shape

of dung in an attempt to identify animals.

Cross Cutting ConceptStructure and Function

Materials List:Whose Scat is That?!? | HANDOUT

Procedure✔ After visiting the Gentle Giants Petting Zoo, ask students if they liked sticking their hand in an enormous

pile of dung. Have them explain the experience and ask why doctors and scientists are so interested in

studying feces and what they can learn.

✔ Tell students that today they are going to try to identify animals based on the size and shape of their dung.

✔ Ask students to think about all the types of feces they’ve seen in their lives and ask them to describe how

the scat of one animal looks different than another animal’s. If needed, prompt students to think about the

poop of their pet dog, cat, or animals they’ve seen on a farm and how it may vary in size and shape and

what they can possibly learn.

ESSENTIAL QUESTIONSWhy do scientists and doctors analyze animal feces?

What are some ways to identify the types of animals that live in your area?

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✔ Ask students to explain why they think the scat of different animals looks different. Explain that it’s based

mostly on what they eat and on how much they eat.

✔ Tell students that they are going to be challenged to identify an animal solely based on its scat by matching

the scat pictured on the worksheet with the appropriate animal.

✔ Pass out the worksheet and go over all the possible types of animals from which they can choose, and

before giving any further instruction, have students make a prediction of which scat is which.

✔ Ask students to describe how the scat looks similar and how it looks the different. Tell students that the

first thing you need to identify about the scat is its shape. The shape lets you know if the animal is an

herbivore, carnivore or omnivore.

✔ Tell students that a fun way to remember which is which is the ice cream rule.

✎ Omnivores scat is like a soft served ice cream cone

✎ Carnivores scat is like a traditional ice cream cone

✎ Herbivores scat is like the sprinkles on top of the cone.

They can be different shapes but are generally in little pellets.

✔ Ask students to identify the animals on the worksheet as herbivore, carnivore, or omnivore and have

students make new predictions about which scat is which.

Animal Options:

Mountain Lion | Carnivore

Bear | Omnivore

Goose | Omnivore

Deer | Herbivore

Coyote | Omnivore

✔ Explain that the other main identifier for scat is its size. Read the sizes of the scat and have students

record the information on their worksheets.

A. Row 1: 20 centimeters

B. Row 2: 6.35 centimeters

C. Row 3: 7.62 centimeters

D. Row 4: each pellet ¼ 2.5 centimeters

E. Row 5: 30.5 centimeters pile

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Procedure | (Continued from page 14)

✔ Have students make one last prediction of which scat is which and discuss

a. Answer Key

i. Row 1: Coyote

ii. Row 2: Mountain Lion

iii. Row 3: Goose

iv. Row 4: Deer

v. Row 5: Bear

Grade Level Adaptations

More Advanced

Have students conduct their own research on how

to identify scat. Instead of telling them about the

importance of size and shape, have them work in

groups to figure out how to identify the scat on

their own.

Less Advanced

Have students work in groups to make predictions

and update their worksheet.

Debrief • Ask students to discuss how their predictions changed throughout the lessons and why?

How did learning new information help them make better predictions?

• Ask students if they are an herbivore, carnivore, or omnivore?

Ask what type of ice cream does their poop look like?

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Whose Scat is That?!? | WORKSHEETAnimal Options:Coyote | Mountain Lion | Goose | Dear | Bear

SCAT PREDICTION 1 PREDICTION 2 SIZE PREDICTION 3

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AREA 400 | HAMMOND CREATION CENTER

ESSENTIAL QUESTIONSWhat can you learn from a drop of blood? What is in blood?

How is the blood of one animal different than the blood of another?

Activity NameWHOSE BLOOD IS THAT?

OverviewThe basic principle of Jurassic World is that scientists were able to extract dinosaur DNA from an ancient

mosquito and clone a dinosaur. In this activity, students ask the question: “How did they know they had dinosaur

blood?” Every individual on earth has a distinct set of genes that identifies which species it is. In this activity,

students are given a random sample of blood and asked to model what it’s like for scientists to try to decipher

what type of animal’s blood they have.

Cross Cutting ConceptPatterns

Materials List: Whose Blood is That? | WORKSHEET

Procedure:✔ Ask students to share what they know about genes (Genes not Jeans!)

✔ After students have had time to discuss their preconceived ideas, tell them that we are all

a product of our genes; who we are and how we look is primarily based on the genes we get

from our parents.

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Procedure | (Continued from page 17)

✔ Ask students how genes are important to the story of Jurassic World. Discuss how the story is based on the

idea that scientists analyze blood to determine from what animal the blood came. They then used that

information to clone dinosaurs.

✔ Tell the students that they are going to pretend to be scientists who have just discovered some ancient

blood. They are going to have to use their deductive skills to try to figure out what type of animal the blood

came from.

✔ Pass out the “Whose Blood is That? | WORKSHEET”. Tell student that based on their analysis, they are able

to identify 10 different traits about the animal (hair color, nose shape, etc.) Based on these traits, they need

to determine which animal’s blood it is.

✔ Have students go through the list and sketch what each characteristic looks like.

✔ When students are done, have them sketch their entire animal, name the animal (it can be a real or imaginary

animal), and share with the rest of the class.

Debrief • Ask students to compare their animals with each other? Why do they look so different? Why do they

look the same? Discuss how even though siblings have similar genes, they often look very different.

• Ask students to discuss which animal’s blood they think that they have.

Which animal on earth looks the closest to the one they drew?

Grade Level Adaptations

More advanced

Have students make up more categories. Also, ask

students to think of the opposite phenotype for the

categories listed. Have students draw a creature with

those characteristics.

Less Advanced

Have the class choose an animal whose blood they

want to investigate. Have the students identify the

phenotype for the animal from each of the categories

on the worksheet.

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Whose Blood is That? | WORKSHEET

Draw final image of your animal and write a description:

GENE

EYE SHAPE

EXTERIOR

EYE COLOR

BLOOD TYPE

LEG TYPE

EARS

SIZE

BEHAVIOR

TYPE OF EATER

PHENOTYPE

ROUND

FUR

OVAL

WARM BLOODED

4-LEGGED

LARGE & FACING FORWARD

MID-SIZED

TRAVEL IN PACKS

OMNIVORE

SKETCH

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AREA 500 | T.REX KINGDOM WELCOME AREA

ESSENTIAL QUESTIONSHow do animals protect themselves?

How do animals try to scare other animals? What’s the point?

What’s the fiercest animal alive today? What makes it so fierce?

Activity NameTHE FIERCEST ANIMAL ON EARTH

OverviewIn the “T.rex Welcome Area,” students are told that the T.rex is the fiercest animal on earth. In this activity,

students will imagine what would be the fiercest animal on earth, if they could genetically develop whatever

animal they wanted.

Cross Cutting ConceptStructure and Function

Materials ListThe Fiercest Animal On Earth | WORKSHEET, craft supplies

Procedure✔ In the “T.rex Welcome Area,” students are told that during the time of dinosaurs, the T.rex was the fiercest

animal on the planet. Ask students what “fierce” means and if they agree that the T.rex was the fiercest.

Ask them how you would measure how “fierce” something is.

✔ Ask student to list “fierce” animals that are alive today. List them on the board.

✔ Ask students to list the characteristics of what makes these animals fierce. For example, teeth shape,

type of roar, size, etc.

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Procedure | (Continued from page 20)

✔ Remind students of the Whose Blood is That? activity and tell students that they are going to be creating a

list similar to the one from that lesson. As a whole group, choose 5-7 of the categories listed on the board

to focus on. List those on your worksheet.

✔ Put students into groups of 2-4. Tell them that they will need to develop the fiercest animal they can think of.

For each of the 5-7 categories listed on their worksheet, each group should describe the fiercest phenotype

and then sketch what it looks like.

✔ After groups have finished their worksheets, give groups craft material and have them make their creature,

paying special attention to the 5-7 categories listed on their worksheet.

✔ Have the group present their animals to the class and read the descriptions of the 5-7 categories.

Debrief • As a group discussion, ask students to compare their animals. Were they all the same or different?

Why? If they were all asked to make the fiercest animal, why do they all look so different?

• Tell students that in the next activity, they will have their creature mate with one of the creatures

from another group. Ask them to discuss what they think the offspring will look like.

Grade Level Adaptations

More advanced

Have students work individually and have them

identify 8-10 different categories.

Less advanced

Narrow the categories to 2-3 and walk through

all the steps together.

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The Fiercest Animal On Earth | WORKSHEET

Sketch of the fiercest animal on earth!

GENE PHENOTYPE SKETCH

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AREA 600 | T.REX KINGDOM FEEDING EXPERIENCE

ESSENTIAL QUESTIONSWhy do people all look different?

Why do siblings often look alike?

Why do you get some characteristics from your mother and some from your father?

Activity Name: MY CREATURE’S OFFSPRING

Overview: In this activity, groups of students will mate the creatures they made in the The Fiercest Animal On

Earth activity to learn more about how genes are passed from parents to offspring.

Cross Cutting Concept: Systems and system models

Materials List: Creatures from The Fiercest Animal On Earth activity and My Creature’s Offspring Worksheet

Procedure✔ Have students collect and re-present their creatures from The Fiercest Animal On Earth activity.

Be sure that students describe the 5-7 features they focused on.

✔ Tell the students that these creatures have now grown up and need to find a mate, so that they

can produce offspring.

✔ Pair groups of students and have them take out their The Fiercest Animal On Earth worksheet.

Assign one group as the male and one group as the female.

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Procedure | (Continued from page 23)

✔ Pass out the My Creature’s Offspring worksheet and give a coin to each group. Have them list the

categories from The Fiercest Animal On Earth worksheet in the first column, then have the male

group list their traits and the female list their traits.

✔ Explain to students that parents both pass their genes onto a child, BUT only one of the genes becomes

dominate (or is visible.)

✔ Tell the students that they are going to have their creatures mate and explain that the creature’s

looks will be determined by which genes become dominant.

✔ Ask each group to look at the first gene listed on their worksheet and read the description of the male

and of the female.

✔ Have each group flip a coin and if it comes up heads, the offspring have the male gene and if it

comes up tails, it has the female gene.

✔ Have groups repeat this process for the other genes listed on the worksheet.

✔ After assigning the gene, have students sketch and construct their new creature.

✔ If time allows, repeat steps 8-10 and create several offspring to demonstrate why offspring from

the same parents can look so different.

✔ Have groups present their offspring , indicating how the offspring are similar and how they

are different than their parents.

Debrief • Ask students to describe how this activity models real life genetics.

• Have students compare how the parents’ generation and the offspring’s generation look similar

and/or different. Why is this?

Grade Level Adaptations

More Advanced

Have students repeat the process by having offspring mate

with other offspring. Discuss how the more mixing of genes

there is, the more types of creatures there are.

Less advanced

Flip coins as a class and discuss the results after each flip.

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My Creature’s Offspring | WORKSHEET

GENE

Sketch of Offspring

MALE HEADS/TAILSFEMALE SKETCH

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AREA 700 | GYROSPHERE VALLEY

ESSENTIAL QUESTIONSWhy are some animals camouflaged?

How can being camouflaged be an advantage for both a predator and a prey?

When would it be a disadvantage to be camouflaged?

Activity Name: THE HIDDEN DINOSAUR

OverviewCamouflage is one of the most common adaptations seen in animals. People often think of camouflage as only

a way for prey to hide from predators. However, in this activity, students will learn that camouflage a great

adaptation for predators to sneak up on prey!

Cross Cutting ConceptStructure and Function

Materials ListPaper, crayons, double sided tape, black cut out of Indominus rex

Procedure✔ Ask students what camouflage is and ask them to list any animals that they know are camouflaged.

Ask students why these animals are camouflaged.

✔ Students will most likely say that animals are camouflaged to hide from prey, but ask them

why would a predator also be camouflaged.

✔ Remind them of their experience in the Gyrosphere Valley and how the Indominus rex was hiding

behind the log before attacking!

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Procedure | (Continued from page 26)

✔ Tell students that they are going to try to design an Indominus rex that is as camouflaged as possible.

✔ Pass out a blank sheet of paper and allow students to choose 4 different colors of crayon.

✔ Have students draw shapes (regular or irregular) on their paper using their crayons. They should keep

about 1 cm space between shapes. Have students color the shapes using the crayons they selected.

They can mix and match the colors however they like.

✔ Pass out the Indominus rex cut out and have students color it with the same colors they used to

make their shapes.

✔ Give students a couple of pieces of double sided tape and have them tape their Indominus rex

onto the paper with the shapes.

✔ Tape all the students’ work on the wall and have students line up at the other end of the room.

✔ Have students try to find the Indominus rex in each picture. Have them all take one big step closer

and look again. Have students keep walking forward until they can all find every Indominus rex.

✔ If time allows, have students complete the assignment again to see if they can figure out how to

make their Indominus rex more camouflaged.

Debrief • Ask students to identify which Indominus rex was easiest to find and why.

• Ask students what advantage it would be for predators to be camouflaged.

• Ask students to discuss what predators they know and explain how they are,

or are not, camouflaged.

Grade Level Adaptations

More Advanced

Instead of drawing random shapes as the background, have students

draw different natural scenes (forests, mountains, etc.) When students

look for the dinosaurs, discuss the role of the setting in camouflage.

Less Advanced

Make one master background and give to students before they make

their own Indominus rex. Have students color the Indominus rex so

that it is best camouflaged.

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The Hidden Dinosaur | WORKSHEETHave each student cut out the Indominus rex below.

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AREA 800 | INNOVATION CENTER

ESSENTIAL QUESTIONSHow can fossils be used to help scientists learn about the behaviors of extinct animals?

What innovations would you like to see in your lifetime?

Activity NamePREVENTING EXTINCTION!

OverviewDinosaurs once ruled the earth, but are now extinct. Why? What adaptations did they need to survive? In this

activity, students create a modern dinosaur that has all the evolutionary features that they think a dinosaur

would have needed to survive the last great extinction. When students finish this activity, tell them that all

dinosaurs did not go extinct. In fact, many survived and are now modern day birds.

Cross Cutting ConceptStability and change

Materials ListPaper

Procedure✔ Ask students why there are no longer dinosaurs on earth. Ask students to discuss how they

think they went extinct.

✔ Most likely students will have heard that dinosaurs went extinct because of the impact of a meteor. Discuss

why a meteor hitting the earth would cause 60-70% of all life on earth to go extinct. There are several

theories, but generally most scientists believe that the dust thrown up by impact of the meteor blocked

out the sun; causing plants to die and changing the global temperature for months or possibly years.

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Procedure | (Continued from page 29)

✔ Ask students if all life died after the meteor hit and have them explain why or why not.

Ask students what types of animals survived the extinction.

✔ Ask students to discuss why the animals listed below survived. Write the animals listed below

on the board and have student add comments, questions, and new ideas.

✎ Crocodiles–lived in water and were able to avoid the extreme heat and cold caused by impact

✎ Horseshoe Crabs–able to eat basically ANYTHING, so even when the plants died they could find food.

✎ Cockroaches–they also eat just about anything and can also reproduce quickly.

✎ Small Mammals (like mice and rats)–able to burrow to get out of extreme weather and can

hunt for insects and other bugs for food.

✔ Tell students that they are now going to reengineer dinosaurs, so that they could survive the meteor

impact. They are going to draw a new kind of dinosaur on a blank sheet of paper, a kind of dinosaur that

would have been able to survive the impact.

✔ Give the students time to draw this new dinosaur and make sure they label the adaptations using at least

2 from the list you created on the board.

✔ Have students share their drawing with the class.

Debrief • Ask students about the similarities and differences of their drawings. As a class, discuss some

of the features that are most common and discuss some of the more unique ideas as well.

• Tell students that not all dinosaurs went extinct! In fact, many of today’s birds are direct

descendants (mostly predatory birds) of dinosaurs. Ask students if any of their drawings

look like a bird and discuss why or why not.

Grade Level Adaptations

More Advanced

Have students research what kinds of animals survived the

extinction and have them make their own list of features,

instead of providing one for them.

Less Advanced

Make the list of features much more specific, so the students

know exactly what adaptations to add to their drawings.

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AREA 900 | SCIENTIFIC EPILOGUE

ESSENTIAL QUESTIONSWhat did you learn about dinosaurs after going through the Exhibition?

What questions do you have?

If we could, do you think we should clone dinosaurs? Why or why not?

What other innovations would you like scientists to work on? Why?

Activity NameJURASSIC WORLD PRE AND POST REFLECTION

OverviewThis is an activity to start before visiting and to complete after visiting JURASSIC WORLD: THE EXHIBITION.

It is important to give students time to think about the issues being presented, before going into the Exhibition,

as well as time to reflect and discuss what they saw. This activity provides students with a structured way to

reflect to help them internalize their learning.

Cross Cutting ConceptStability and Change

Materials ListPre and Post Visit Worksheet

Procedure✔ Before taking your class to see JURASSIC WORLD: THE EXHIBITION, have them complete the

first column in the Jurassic World Pre and Post Reflection worksheet.

✔ After your field trip, have the students complete the reflection worksheet.

✔ Put students in pairs or groups of 3 and have them discuss their answers.

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(Continued from page 31)

Debrief: • Ask students to share which of their ideas changed from before they saw the Exhibition to after.

• Have students discuss the idea of reality and fantasy.

Is Jurassic World a fantasy, or is it something that could actually happen?

Grade Level Adaptations:

More Advanced

Ask students to come up with their own worksheet before entering the Exhibition.

It can be a KWL chart with the first column reading ‘What I Know”, the second column reading ‘What I Want to

Know’ (These 2 columns are completed before visiting the Exhibition), and the third column is ‘What I Learned’

(complete after the field trip.)

Less Advanced

Answer all the questions as a class.

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Jurassic World Pre and Post Reflection | WORKSHEET

What are the pros and cons of cloning?

What are the ways that dinosaurs attack?

What was the environment like during the time of dinosaurs? How was it different than our current climate?

How are genes passed from parent to offspring?

What can you tell about an animal based on its feces?

What’s the role of camouflage?

Why is having blood from dinosaurs so important for scientists?

What are fossils used for?

What innovations would you like to see in your lifetime?

QUESTIONSANSWER BEFORE VISITING

JURASSIC WORLD: THE EXHIBITION

ANSWER AFTER VISITING JURASSIC WORLD:

THE EXHIBITION

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