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Paleontology: The Study of Ancient LifePaleontology is the study of ancient life. The history of past life on Earth is interpreted by scientists through the examination of fossils, the preserved remains of organisms which lived in the geologic past (more than 10,000 years ago). There are two main types of fossils: body fossils, the preserved remains of actual organisms (e.g. shells/hard parts, teeth, bones, leaves, etc.) and trace fossils, the preserved evidence of activity by organisms (e.g. footprints, burrows, fossil dung).

Chances for fossil preservation are enhanced by (1) the presence of hard parts (since soft parts generally rot or are eaten, preventing preservation) and (2) rapid burial (preventing disturbance by biological or physical actions). Many body fossils are skeletal remains (e.g. bones, teeth, shells, exo-skeletons). Most form when an animal or plant dies and then is buried by sediment (e.g. mud or sand). Over a period of thousands to millions of years, minerals from underground water (which is moving through the buried sediment) slowly precipitate into the pore spaces within the organism’s remains, thereby hardening it. Eventually, the organism’s remains are mostly replaced by minerals through this process. Body fossils also commonly form as impressions of the original material. For example, when mud covers a leaf or dead organism, it may eventually dry and harden around it. The outline or imprint of the organism’s shape and often its surface details are preserved in the hardened mud. Trace fossils, such as footprints, tracks, trails, and burrows, are typically preserved when mud/sand infi lls a depression or mark left by the organism in the underlying mud/sand. These mud layers harden and later separate as rock layers to reveal the trace fossils.

Paleontologists study fossils to learn about the past history of life. Current knowledge of the life’s ancient history comes from the piecing together of fi ndings of a multitude of studies on fossils and rocks found around the world. When these many fi ndings are examined together, large-scale trends emerge (“the fossil record”) which provide an understanding of patterns in the history of life. The fossil record tells us how past plants and animals (many of which have long been extinct) interacted with each other and their environments, and how groups of organisms have changed through time (including pat-terns of evolution and extinction). Information from the fossil record also provides a better understand-ing of ancient climate, geography, oceanography and much more.

Raymond M. AlfMuseum of Paleontology

EDUCATOR’S GUIDEDear Educator: This guide is recommended for educators of grades 5-8 and is designed to help you prepare students for their Alf Museum visit, as well as to provide resources to enhance your classroom curriculum. This packet includes background information about the Alf Museum and the science of paleontology, a summary of our museum guidelines and what to expect, a pre-visit checklist, a series of content standard-aligned activities/exercises for classroom use before and/or after your visit, and a list of relevant terms and additional resources. Please complete and return the enclosed evaluation form to help us improve this guide to better serve your needs. Thanks!

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Scientists divide the Earth’s history, or Geologic Time, into chunks of time (e.g. Eons, Eras, Pe-riods and Epochs) based on prominent changes in fossil and rock record (on a global scale). Geologic time is subdivided into 2 main time blocks: Precambrian Time and the Phanerozoic Eon. The Pha-nerozoic is subdivided into three eras: the Paleozoic, the Mesozoic and the Cenozoic. Below are brief descriptions of these major time divisions in the Earth’s history:

The Raymond M. Alf Museum of Paleontology is located on the campus of The Webb Schools. The museum was founded by Dr. Raymond M. Alf, a math and science teacher who fi rst took Webb students in search of fossils in the early 1930s. In 1937, Alf and student Bill Webb (son of the school’s founder) discovered the skull of a new species of fossil pig, or peccary. The discovery of the peccary sparked in Alf a life-long commitment to the study of paleontology and led to the founding of the museum that bears his name. After the discovery of the peccary, student fossil collecting trips were known as Peccary Trips. Over 95% of the 70,000 fossils in the museum’s collection were unearthed by students and staff on peccary trips. In 1998, the Raymond M. Alf Museum of Paleontology gained national accreditation from the American Association of Museums, the highest honor a museum can achieve. Thus, the Alf Museum is now the only accredited museum located on a high school campus in the United States. The Alf Museum has two large circular exhibition fl oors: The Hall of Life and The Hall of Foot-prints. The Hall of Life traces the history of life from the fi rst cells through human civilization. On display are the remains of some of the oldest multicellular organisms, fossil invertebrates (includ-ing trilobites, crinoids and others), dinosaurs and extinct reptiles (including skeletal casts of Allosaurus,

The Raymond M. Alf Museum of Paleontology

Precambrian Time (4600-543 million years ago): The Precambrian represents an enormous portion (nearly 7/8ths) of the Earth’s history. This vast amount of time is represented in the rocks formed 100s to 1000s of millions of years ago. Life began during this early time in the earth’s history. The earliest life forms include impres-sions of bacteria/algae and carbon fi lms and impressions of soft-bodied multicellular life. The fi rst mineralized (or hard) skeletons appear in the late Precambrian but most Precambrian fossils were soft-bodied forms.

Paleozoic Era (543 – 245 m.y.a.): Most major fossil groups (phyla) appear within the fi rst 10 million years of the Paleozoic. Invertebrate life continued to diversify and proliferate in the seas, including common trilobites, crinoids, eurypterids, and many more. Primitive fi shes (the fi rst vertebrates) and amphib-ians fi rst appear. This time also marks the transition of organisms onto land, with the appearance of land plants, insects, and fossil reptiles.

Mesozoic Era (245 – 65 m.y.a.): During this “Age of Reptiles,” terrestrial organ-isms include conifers, cycads, primitive mammals, reptiles, fl ying reptiles (ptero-saurs), and the ever-popular dinosaurs. Birds and fl owering plants fi rst appear. In the oceanic (or marine) realm, diversity and abundance continue to grow, including the appearance of swimming reptiles (mosasaurs, plesiosaurs & ichthyosaurs) and many strange forms of ammonites.

Cenozoic Era (65 m.y.a. – present): Small mammals lived during the Age of Reptiles (Mesozoic), but it was not until the extinction of the dinosaurs and the beginning of the Cenozoic that mammals diversifi ed and dominated. This era is called the “Age of Mammals.” It also marks a time of unprecedented ma-rine diversity. Modern man appeared about 120,000 years ago, very late in the Cenozoic. We are presently in the Cenozoic.

Trilobite

Ankylosaurus

Amphicyon

Bacteria

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Tyrannosaurus, and the great pterodactyl Quetzalcoatlus, and real dinosaur eggs), a wide range of fossil mammals from Western North America and archaeological artifacts from around the world. The Hall of Footprints is the largest, most diverse collection of animal footprints on display in the United States. The dozens of trackways on exhibit were left by ancient birds, dinosaurs, spiders, amphibians, reptiles, and other animals. The museum hall displays a complete camel skeleton mounted above the fossil trackway of an ancient camel. Also on display is a cast of the giant bear-dog, Amphicy-on, mounted directly above the only known trackway of this large carnivorous mammal. This and other unique fossil footprints make the museum’s collection of tracks its most signifi cant scientifi c asset. The Hall of Footprints has recently been completely renovated and now includes many new exciting, infor-mative and interactive exhibits.

In the Alf Museum, careful observation and hands-on discoveries of the fossils can provide your stu-dents with a very fulfi lling learning experience. The museum’s guided tour is designed to educate your group about the museum’s major exhibits while also allowing your students opportunity for hands-on, self-paced learning. The group will also learn about paleontological fi eld and lab work through a short fi lm which highlights the museum’s recent hadrosaur skull discovery. Students tend to gain more from their museum experience if they arrive with prior knowledge of the major concepts to be covered, as well as what to expect from their visit. It is useful, in advance, to inform them of basic information about where they are going and what they will see, as well as specifi c details such as what is expected of them and whether they will visit the gift shop.

Before your visit, we ask that you be aware of a few important rules: (1) We ask that all adults accompanying your class stay with your group at all times. Please remind parent chaperones that, while their interest in the exhibits is appreciated, they are volunteering their time to help manage your class. The docent leader has been trained to teach your students about the exhibits but is not responsible for monitoring the group’s behavior. He or she will begin your tour by stating what is expected of the group. Typically, students are asked to behave as they would in class, i.e. no talking, listen to the leader, raise hands to ask or answer questions, etc. It would be helpful if you would review rules of proper conduct with your group and make them aware before the visit that (2) students are not allowed to touch any dis-plays unless they are told that they may do so. (3) They are also not to climb, sit or lean on the displays unless instructed by signs in the museum. It is very tempting to touch the exhibits but the fossils are irreplaceable and need to be treated with care.

We strongly suggest that you prepare your students by introducing major concepts (such as fos-silization and others included in this guide) and by having them complete one or some of the suggested activities before your visit. The activity sheets in this curriculum guide are designed to strengthen (& re-inforce) your class’ museum experience and to exercise your students’ critical thinking skills. Comple-tion of some of these worksheets before your visit should stimulate your students’ interest in the exhib-its. Information about how each activity is aligned with California Science Content Standards is listed on the Activity Guide table on page four.

By visiting the Alf Museum and completing the suggested activities, your students will:

· Observe fossils of species that inhabited the Earth at different times in its history.· Watch a short fi lm which focuses on paleontological fi eld and lab work conducted by the museum.· Compare the two types of fossils, how they form and what information they provide about ancient life. · Describe modern and fossilized animals according to their characteristics.· Discuss how adaptations affect how organisms can exist within environments.· Determine the relative timing of events based on data from fossils and sedimentary rock sequences.· Describe & compare the animals and environments of prehistoric and present-day California.· Discuss how paleontologic research (collecting, preparing and curating fossils) is conducted.· Read and construct simple tables to organize, examine and evaluate information.

The Optimal Alf Museum Experience

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During their visit, your group will not only receive a museum tour but will also be shown a short fi lm in the museum’s lecture hall. The 14-minute fi lm “Jurassic High” features Webb students on a recent museum research trip discovering and excavating a hadrosaur dinosaur skull in Utah. The fi lm focuses on the fi eld and lab work conducted by the museum; it shows paleontologists and Webb students in all aspects of their paleontological work both in the fi eld and back at the museum- from prospecting to cura-tion of fossils. This presentation is an exciting component of your museum experience by showing your group the more dynamic, scientifi cally active side of the museum. Below is an outline of the material highlighted in the fi lm. We encourage you to introduce this material to your students before their visit and/or to reinforce the concepts in your class afterwards.

Also, please note that if your tour group arrives late for your visit that time constraints may prevent the opportunity for them to view the fi lm. Although we wish for every group to see “Jurassic High”, if time is very limited then touring the exhibits will take priority.

Paleontology: The study of prehistoric times using fossils.

Fossil: The remains of an animal or plant from the past preserved in rock. Fossils are our only evidence of past life.

A Paleontologist’s Tasks:1. Prospecting for fossils2. Fossils discovered and collected & proper fi eld data recorded3. Fossils safely brought back to the museum4. Fossils prepared5. Fossils curated6. Fossils either placed on exhibit or put safely in collection for later research

Prospecting (paleontologically speaking): Finding fossils exposed on the ground

How to Quarry (Collect) a Fossil1. Remove most of the surrounding rock2. Apply Hardener to preserve bone3. Cover with burlap soaked in plaster4. When dry, take it back to the museum

Tools used to collect fossils: Rock hammer, pickaxe, bone hardener, shovel, basin for mixing plaster, awl, brush, plaster/burlap, toilet paper, water

Field data: Information about the fossils and where they were found

Fossil preparation: Cleaning the fossils by removing surrounding rock and piecing them together if nec-essary; making them ready to be studied or put on display

Curation: Creating good written records and organizing the museum collection.

Paleontology research: Using fossils to learn something new about past life that no one ever knew before.

The “Jurassic High” Film As Part of Your Museum Experience

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Alf Museum Pre-Visit Concept ReviewGrades 5-8

Some suggested review questions

What is a fossil? What are the two types of fossils?Fossils are the preserved remains of organisms which lived in the geologic past (over 10,000 years ago). They can be divided into body fossils and trace fossils. Body fossils are the preserved remains of actual organisms (like bones, teeth, shells and impressions) and trace fossils are the preserved evidence of activity by organisms (like footprints and fossilized dung).

What are the two ways which make it more likely for an organism to become a fossil? Chances for fossil preservation are enhanced by (1) the presence of hard parts (bones, shells, exoskeleton) since soft parts like tissues generally rot or are eaten and (2) rapid burial (preventing disturbance by biologi-cal and/or physical actions).

What is adaptation?An adaptation is a special characteristic that an organism has (that its species has developed over many generations) which results in an improved relationship with its surroundings. In other words, the organism is better suited to survive in its environment. Adaptations are the results of a long process, natural selection, which weeds out less successful variations of body plans thereby resulting in the success of organisms that have characteristics more in-tune with their environmental conditions.

What is biological evolution?Evolution, simply put, is descent with modifi cation. This defi nition includes small-scale evolution (changes in gene frequency in a population from one generation to the next) and large-scale evolution (the descent of different species from a common ancestor over many generations). Paleontologists usually discuss large-scale evolution since evidence of large-scale evolutionary changes can be seen within the long time frame of the history of life (as seen as changes between fossil species in the fossil record). Name the major divisions of the Geologic Time Scale.From oldest to youngest, geologic time is divided into Precambrian Time and the Phanerozoic, which is subdivided into the Paleozoic (“Ancient Life”), the Mesozoic (“Age of Reptiles”), and the Cenozoic (“Age of Mammals”).

Suggested Vocabularypaleontology fossil body fossiltrace fossil invertebrate vertebrateextinct adaptation evolutionorganism predator preybiostratigraphy cast or replica Geologic Time Scale

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Glossary

Adaptation: a special characteristic, or the way an animal or plant species has developed over time resulting in an improved relationship to its environment (It is important when teaching this concept to stress that adaptations are not ways that organisms/species have decidedly adjusted to their environments but instead that adaptations are the results of a long process, natural selection, which weeds out less suc-cessful variations of body plans thereby resulting in the success of organisms that have characteristics more in-tune with their environmental conditions.)Cenozoic: The latest of the Phanerozoic eras of geologic time, extends from the end of the Mesozoic Era (65 million years ago) to the present; the Age of MammalsCollection: An accumulation of objects gathered for study, comparison or exhibitionCarnivore: An organism that eats meatCurator: A person who organizes and exhibits objects of art, science, or historical interest for a mu-seum departmentEnvironment: The air, water, and land in and on which organisms liveExtinction: The disappearance of a plant or animal species; no longer in existence or livingFossil: Preserved remains of organisms which lived in the geologic past (>10,000 years ago)Geologic time: The vast amount of time (4.6 billion years) interpreted to represent the Earth’s history Herbivore: An organism that eats plantsInvertebrate: An organism (e.g. insects, jellyfi sh, etc.) which lacks a backbone or spinal columnMesozoic: The second and middle era of the Phanerozoic, after the Paleozoic and before the Cenozoic; the Age of the ReptilesMuseum: An institution where objects are exhibited that is devoted to the collection, care, study, and display of objects of historical, scientifi c, or artistic interestOmnivore: An organism that eats a mixed diet of plants and meatPaleontology: The study of ancient life through the examination and interpretation of fossilsPaleozoic: The fi rst era of the Phanerozoic, after Precambrian Time and before the Mesozoic EraPermineralization: The process of fossilization wherein the original hard parts of an organism have ad-ditional mineral material deposited in their pore spacesPhanerozoic: The part of geologic time represented by rocks in which evidence of ancient life is abun-dant Plate tectonics: The theory that the earth’s crust is divided into a number of plates that slowly move over the mantle; most earthquake and volcano activity occurs along plate boundariesPrecambrian Time: The part of geologic time preceding the Phanerozoic, representing 7/8th of the Earth’s historyPredator: An organism that feeds by preying on other organisms, killing them for foodPrehistoric: Relating to the times before recorded/written history beganSpecimen: A single item of fossil, rock, animal, plant, or other natural object that is part of a museum or research collectionVertebrate: An organism (e.g. mammals, reptiles, etc.) which has a backbone/spinal column

Amphicyon: am-fi -SY-on Coelophysis: SEE-loh-FY-sis Crinoid: CRY-noid Eurypterid: yoo-RIP-ter-id Quetzalcoatlus: KET-zal-koh-AHT-lus Trilobite: TRY-loh-bite

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Books for Young Readers (preK-4th grade)

Aliki. Digging Up Dinosaurs. New York: T.Y. Cromwell, 1988.Aliki. Fossils Tell of Long Ago. New York: Harper Collins Publishers, 1990.Barton, Byron. Bones, Bones, Dinosaur Bones. New York: Thomas Y. Crowell, 1990.Cole, Joanna. The Magic School Bus in the Time of the Dinosaurs. Scholastic, 1994.Dodson, Peter. An Alphabet of Dinosaurs. Scholastic Hardcover, 1995.Rhodes, Frank H. T. Fossils: A Guide to Prehistoric Life. Golden Books, 1962.

Books for Older Readers (4th grade & older)

Dixon, Dougal. Dougal Dixon’s Dinosaurs. Honesdale. PA: Boyds Mills Press, 1993.Horner, John R. Digging Up Tyrannosaurus Rex. New York: Crown, 1992.Lockley, M. and A.P. Hunt. Dinosaur tracks and other fossil footprints of the western United States. Columbia University Press, 1995. Norman, D. The Illustrated Encyclopedia of Dinosaurs. New York: Crescent Books, 1985.Pope, Joyce. Fossil Detective. Troll Associative Press, 1993Press, Frank, Raymond Siever and E.K. Peters. Understanding Earth (2nd Edition): No Stone Unturned: Reasoning About Rocks and Fossils. W.H. Freeman & Co, 2000.Taylor, Paul. Fossil. Eyewitness Book. New York: Alfred A. Knopf, 1990.

Online Resources – Five of our favorite educational websites

· University of California Museum of Paleontology website (UC Berkeley) – detailed information & activities on fossils, evolution, geologic time & more – www.ucmp.berkeley.edu

· Evolution and the Nature of Science Institutes website – information & lesson plans on evolution & the nature of science; geared for high school biology classes but can be adapted to middle school levels - www.indiana.edu/~ensiweb/

· The Kentucky Geological Survey’s Earth Science Classroom Activities website – includes numerous activities and demonstration suggestions/handouts as well as a “Geologic and Paleontologic Cookbook” - www.uky.edu/KGS/education/activities.html

· Society of Sedimentary Geology (SEPM) Earth Science On-line Activities website – includes the on-line version of their popular educational publication that has 42 earth science lesson plans arranged by topic & grade level - http://www.beloit.edu/~SEPM/activity-age.html

· PBS’s Evolution Teacher’s Guide website – includes the online version of their 40-page guide fi lled with engaging, curriculum-based activities and multimedia resources on science and evolution - http://www.pbs.org/wgbh/evolution/educators/teachstuds/tguide.html

Useful Resources

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Activity Guide

Grade-appropriate materials are included in this packet for your use. All other exercises can be obtained from the museum upon request.

KINDERGARTEN - FOURTH GRADE

Activities California Science Content StandardsA B C D Other

Steps to Fossilization x x xGreat Impressions: Make a Fossil Imprint x x ArtWho Makes It Into the Fossil Record? x x x ArtWho Made These Footprints? x x xLimbs & Lifestyles x xWings & Things x xPrehistoric Neighbors? x x xPaleo Puzzle x x x xIt’s All in the Smile x x xHow Big Was I? x x Math

FIFTH - EIGHTH GRADELifestyles & Body Plans: Who You Are Is How You Live

x x x

Dino Knowledge x x Art/EnglishSolving the Mystery Tracks x x x MathCreature Calculations (more complex version of “How Big Was I?”) x x x Math

Life in Prehistoric California x x Art

California Science Content Standards: A = Physical Sciences B = Life Sciences C = Earth Sciences D = Investigation & Experimentation

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Answer Key to Alf Museum WorksheetsGrades 5-8

Lifestyles & Body Plans: Coelophysis- vertebrate; endoskeleton (bones, teeth) likely to preserve; main body plan includes head, torso, legs, arms & tail; known from Arizona & New Mexico from dry, desert-like savannah-type environments; mobile, bipedal, agile/streamline for running; carnivore/scavanger/cannibal, ate fi sh, small reptiles, other Coelophysis as evident from preserved stomach contents (& sharp teeth)Ancient Jellyfi sh- invertebrate; no hard parts, only impressions have been preserved; body plan of bell and tentacles; pelagic (lived in seawater), probably global (best known from Australia, Canada & U.S.); mobile lifestyle - planktonic (fl oater); based on living jellyfi sh diet, may have eaten suspended material or plankton from seawater (fi sh did not yet exist)Eurypterid- invertebrate; hard carapace or exoskeleton, hard parts preserve; body plan with head, abdomen, tail (telson), paddles, legs (& pinchers on some); aquatic to semiaquatic, mostly brackish water but some oceanic and some freshwater; mobile, bottom dwellers but swam with paddles; carnivore/predator eating trilobites, fi sh and other eurypterids (as seen with fossilized stomach contents)Amphicyon- vertebrate; endoskeleton (bones, teeth) likely to preserve; body plan of head, torso, tail & 4 legs; known from U.S. (incl. California), Asia & Europe, lived in savannah-like environments; mobile, probably moved similar to large bear (footprints suggest it paced like bears); omnivore with teeth similar to other omnivoresQuetzalcoatlus- vertebrate; endoskeleton (bones, teeth) likely to preserve; main body plan includes head, torso, 2 legs & 2 wings; terrestrial, best known from Texas; mobile, fl ew (most likely glided due to enormous wingspan, which would make fl apping dif-fi cult); carnivore, diet of fi sh & clams, suggested by beak shape and other fossils found in the same rocksCrinoid- invertebrate; hard parts or “test” surrounded by soft tissues; body plan consists of calyx (bulb with main organs inside), feathery arms, stalk & holdfast (attachment); oceanic, found globally; sessile, attached by holdfast (some types were mobile/planktonic but pictured example is sessile with visible holdfast); suspension/fi lter feeders, ingesting particles from the seawater, based on lifestyles of living crinoids

Dino Knowledge:1. Saurischian; examples include theropods (like T. rex & Allosaurus) & sauropods (like Camarasaurus) Ornithischian; examples such as duck-billed, horned, & plated dinosaurs (like Monoclonius, Stegosaurus, Ankylosaurus)2. They were all herbivores3. All ornithischians have a predentary bone (a bony plate with no teeth at the front of their jaws - good for plucking vegetation) & back/side teeth which are blunt/platforms for grinding (i.e. not sharp/serrated) 4. The trackmaker had three toes with sharp tips (suggestive of claws), may infer it is a theropod footprint (which were bipedal carnivores)5. Sauropods: herbivores; barrel-chested with pillar-like legs, small head, long neck & long tail; quadrapedal; examples include Apatosaurus (old Brontosaurus), Diplodocus, Camarasaurus Theropods: carnivores; powerful legs (bipedal), reduced forelimbs, sharp teeth/claws, hollow thin-walled; examples include T.rex, Allosaurus, Coelophysis6. Evidence for dinosaur group behavior includes: (1) display structures possibly for recognizing mates/opponents; (2) sexual dimorphism (differences between male & female forms); (3) changes in shape during growth (suggesting a need to tell juveniles from adults within the social group); (4) fossil bone beds (mass-death assemblages suggesting they may have lived and died to-gether); (5) evidence of nesting behavior & parental care; (6) multiple trackways moving in the same direction

Solving the Mystery Tracks:Steps 1, 2, 4 & 5: answers will vary depending on how students measure in the fi rst two steps; Step 3: coelurosaur, bipedal; Step 6: walking (the answer in Step 5 should be less than 2.0)

Creature Calculations: Answers will vary depending on how students measure; Modern alligator’s skull is about 1 foot long and the body length is 12 feet; fossil alligator’s skull is about 3 feet long (3 times the modern alligator’s size) so its body length is estimated at 36 feet. This is almost as long as a school bus!

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Date of Field Trip:School:Grade Level:Number of Students:Teacher’s name & email (optional):

On a scale of 1 (poor) to 5 (excellent), please rate the following:Overall quality of content 1 2 3 4 5 N/ABackground information 1 2 3 4 5 N/AActivity Guide with CA standards information 1 2 3 4 5 N/AActivity worksheets 1 2 3 4 5 N/APre-visit concept review sheet 1 2 3 4 5 N/AUsefulness of pre-visit checklist 1 2 3 4 5 N/AActivity worksheets answer key 1 2 3 4 5 N/ADVD summary and concepts sheet 1 2 3 4 5 N/A

How useful was the Educator’s Guide & its activities in helping you prepare your students for their visit?

How useful were the activities in helping you reinforce your students’ fi eld trip experience and knowledge of paleontology?

Did you use any of the Educator’s Guide’s activities provided in the Educator’s Guide? If so, how many? Were any of them particularly useful (& if so, which ones)? Or not useful?

How could the Educator’s Guide be improved to better serve your needs?

Any fi nal comments or suggestions? Please continue on the back of this sheet, if necessary.

Thank you for completing this evaluation! Your opinion matters greatly to us. Please return this form to: Alf Museum, 1175 W. Baseline Road, Claremont, CA 91711. Or fax it to Kathy Sanders at 909-624-2798.

Raymond M. AlfMuseum of Paleontology

EDUCATOR’S GUIDEEVALUATION FORM

The Geologic Time Scale

Cenozoic Era (65 mya to today)

Quaternary (1.8 mya to today) Holocene (11,000 years to today) Pleistocene (1.8 mya to 11,000 yrs) Tertiary (65 to 1.8 mya) Pliocene (5 to 1.8 mya) Miocene (23 to 5 mya) Oligocene (38 to 23 mya) Eocene (54 to 38 mya) Paleocene (65 to 54 mya)

Mesozoic Era (245 to 65 mya)

Cretaceous (146 to 65 mya) Jurassic (208 to 146 mya) Triassic (245 to 208 mya)

Phanerozoic Eon (544 mya to

present)

Paleozoic Era (544 to 245 mya)

Permian (286 to 245 mya) Carboniferous (360 to 286 mya) Pennsylvanian (325 to 286 mya) Mississippian (360 to 325 mya) Devonian (410 to 360 mya) Silurian (440 to 410 mya) Ordovician (505 to 440 mya) Cambrian (544 to 505 mya) Tommotian (530 to 527 mya)

Proterozoic Era (2500 to 544 mya)

Neoproterozoic (900 to 544 mya) Vendian (650 to 544 mya) Mesoproterozoic (1600 to 900 mya) Paleoproterozoic (2500 to 1600 mya)

Archaean (3800 to 2500 mya)

Precambrian Time

(4,600 to 544 mya)

Hadean (4600 to 3800 mya)

(mya = million years ago) Please note the hierarchy: Eons EX: Phanerozoic Eon Eras Cenozoic Era Periods Tertiary Period Epochs Miocene Epoch

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Lifestyles & Body Plans: Who You Are Is How You Live Name/Class: ____________________________________ Date: ___________________________ Although most of the fossils listed on the following pages are from animals that never co-existed with humans, these ancient remains can tell a lot about the once-living creatures they represent. Fossils tell us how ancient (often extinct) animals’ bodies were composed and shaped. By comparing the fossils to related modern animals, we can interpret how they most likely lived (for example, an ancient starfish probably lived very similarly to a modern one). And by examining the rock layers in which the fossils were found, we can reconstruct the ancient environments that once surrounded them. An animal’s body plan (= its shape and parts) greatly affects how & where it lives. Many animals are adapted to live in their surroundings. For example, a jellyfish would not survive for long in a desert (it could not survive out of the water). Likewise, a rattlesnake is not well-adapted for life in the sea. How an animal is “put together” determines how it lives- like how it moves, what it eats and where it can survive. An adaptation is a special characteristic or set of characteristics which an animal species or group has developed over time resulting in an improved relationship to its environment. This is not something that the animals decide to change to make themselves better but instead it is something that happens over many generations. As each little change occurs within a population, those animals that have the trait that is better suited to their environment are more successful (live healthily longer lives and have more babies) and pass along their characteristics to the next generations. Over a long period of time, these small changes add up to larger changes in body shapes and adaptations. Each of the fossils listed in this exercise is found at the Alf Museum. Using what you’ve learned at the museum and any additional reference materials, fill in the table for a more complete picture of how the various ancient animals each lived. For each fossil, research and record the following information: 1. Type of Animal: Was the animal a vertebrate or an invertebrate? Marine or terrestrial? 2. Hard Parts/Type of Skeleton: Was its body made of soft parts only or did it have hard parts that were fossilized? If it had hard parts, what were they - shells? Bones? If it had a skeleton of hard parts, did it have an exoskeleton (or outer skeleton) or an endoskeleton (inner skeleton)? How do you think its skeletal parts affected its chance of becoming a fossil? 3. Main Body Parts: What are the main parts of the animal’s body? For example, did it have a head, arms & legs or a very different body plan? 4. Where It Lived: What kind of environment did it live in (e.g. the ocean, the desert)? If it lived in the ocean, did it live in the water or on the seafloor? If it lived on land, do scientists know what kind of environment it lived in? In what parts of the world have fossils of this animal been found? 5. How It Moved: Was it sessile (immobile/attached to one spot) or mobile? If it was mobile, how did move? Did it walk around on two/four legs? Did it spend its life swimming or flying or neither? 6. What it Ate: What made up its main diet - was it a carnivore, an herbivore or something else? How do you think scientists know what it ate? Raymond M. Alf Museum of Paleontology 2003

(LIFESTYLES & BODY PLANS continued)

Type of Animal:

Hard Parts/ Type of Skeleton:

Main Body Parts:

Where it lived:

How it moved:

What it ate:

Ancient Jellyfi sh(Ediacara fl indersi from the Ediacaran Fossils, the oldest animal fossils)

Type of Animal:

Hard Parts/ Type of Skeleton:

Main Body Parts:

Where it lived:

How it moved:

What it ate:

Raymond M. Alf Museum of Paleontology 2003 K. Sanders

Coelophysis(SEE-low-FIE-sis)

2

(LIFESTYLES & BODY PLANS continued)

Type of Animal:

Hard Parts/ Type of Skeleton:

Main Body Parts:

Where it lived:

How it moved:

What it ate:

Where it lived:

How it moved:

What it ate:

Raymond M. Alf Museum of Paleontology 2003 K. Sanders

Type of Animal:

Hard Parts/ Type of Skeleton:

Main Body Parts:

Eurypterid

Amphicyon(AM-fi -SY-on)

the Bear-dog

3

(yoo-RIP-ter-id)

Type of Animal:

Hard Parts/ Type of Skeleton:

Main Body Parts:

Raymond M. Alf Museum of Paleontology 2003 K. Sanders

Where it lived:

How it moved:

What it ate:

(LIFESTYLES & BODY PLANS continued)

4

Quetzalcoatlus(KET-sal-koh-AHT-lus)

Where it lived:

How it moved:

What it ate:

Crinoid(KRY-noid)

Type of Animal:

Hard Parts/ Type of Skeleton:

Main Body Parts:

The Alf Museum has several dinosaur fossils on display, including bones of T. rex, Allosaurus, Monoclonius, Coelophysis, Ankylosaurus,and Camarasaurus. Using what you learned on your tour as well as any references your teacher allows (paleontology books, museum websites, etc.), answer the following questions about these unique extinct reptiles.

1. Paleontologists divide dinosaurs into two groups, Ornithischians and Saurischians, based on their hip struc-tures. Below are illustrations of the two types of dinosaur hips. On the line beneath each picture, write the cor-rect name of the dinosaur group that each hip type represents. Then give three examples of dinosaurs that have that hip structure.

DINO KNOWLEDGEName/Class: ______________________ _______________ Date: ________________________

3. Sketch the skull of one of the ornithischians you named. What were its teeth like? How about the front of its mouth?

ilium(hip crest)

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List three examples of dinosaurs with this hip structure: 1.

2.

3.

List three examples of dinosaurs with this hip structure: 1.

2.

3.

2. Think about the three ornithischian dinosaurs that you named. What lifestyle do they all have in common? (Clue: all ornithischians share this same lifestyle.)

Raymond M. Alf Museum of Paleontology 2003 1

4. This is a dinosaur footprint. Although there are no bones with it, this fossil track tells us important information about the ancient animal who left it behind. Using what you’ve learned about fossil footprints (& any additional resources), examine the footprint and describe what we can tell about the dinosaur who made it.

(DINO KNOWLEDGE continued)

5. Sauropod and theropod dinosaurs are two types of saurischian dinosaurs. Compare the two groups in terms of body structure/shape and lifestyle. Also, name three examples of each type.

6. List three lines of evidence for group behavior among dinosaurs (think about fossil clues which might tell us that groups of dinosaurs lived together).

Raymond M. Alf Museum of Paleontology 2003 2

Solving the Mystery Tracks Adapted from “Interpreting the Tracks” by Brent Breithuapt & Judy Scotchmoor

The purpose of this activity is to gain understanding of the important information found in fossil trackways. Through the “Solving the Mystery Tracks” exercise, students will examine the relationships of foot length, hip height (as a clue to relative size), stride length and speed in bipedal animals. Materials: Copies of the “Solving the Mystery Tracks” worksheet, the table worksheet, and the footprint & trackway illustrations sheet Background: Fossil footprints and trackways (a series of footprints) represent the preserved activity/behavior of ancient animals. Tracks can provide a lot of information about the animal that made them: how many feet it walked on, the lengths of its limbs and its relative size, gait and speed. Trackways may also give us information about the animal’s behavior, e.g. if it traveled alone or in groups and if it interacted with other animals. Through examination of modern trackways, scientists have found a correlation between the size and distributions of footprints within a trackway and the size and speed of the trackmaker. These correlations can be extended to ancient trackways. Different groups of animals produce different correlations. In this activity, students will be examining the fossil trackway of a bipedal dinosaur. In general, the footprint length of a bipedal animal is one-quarter the length of the animal’s hip height (i.e. hip height is four times foot length). [This can be examined in the classroom by having the students determine this relationship with their own feet.] The speed of the trackmaker can then be calculated as relative speed, which is stride length (the distance between two footprints of the same leg) divided by hip height. The included “Table of Speed and Motion” shows that, in general, if the ratio of stride length to hip height is less than 2.0, then the animal was walking; more than 2.9, it was running; and between 2.0 and 2.9, the trackmaker was trotting. This exercise is adapted from an excellent lesson plan (“Interpreting the Tracks”) based on dinosaur trackways in the Lower Sundance formation (Middle Jurassic) of Wyoming. Please visit www.ucmp.berkeley.edu/education/ dynamic/session3/sess3_act2.htm for the more involved lesson plan. Procedures: 1. Discuss what tracks and trackways are and what they suggest about ancient life. 2. Have the students remove their shoes and measure their foot lengths. Then have them compare this length with their hip height (overall, the group’s proportions should show the 1:4 ratio - this can be extended to all bipedal animals). 3. Have the students complete the worksheet, guiding them as needed. Students should recognize that the tracks were probably made by a three-toed bipedal dinosaur (a coelurosaur, a type of theropod dinosaur) which was probably walking.

1

SOLVING THE MYSTERY TRACKS

Name: _________________________________ Date: ____________________ Fossil trackways can tell you a lot about the ancient animal that left them. By studying the footprints, you can figure out how big the animal was, how fast it was moving and maybe even what it might have been! Follow the steps below to solve the mystery of the ancient tracks. Step 1: Measure the track (or footprint) length using the scale bar and the picture in the black box in the upper right of Page 3. Track length: ___________ centimeters Step 2: Measure the distance between two left (or two right) footprints using the scale bar and the picture on the left side of Page 3. This is called the stride length. Stride length: ___________ centimeters Step 3: Look at the shape of the large footprint in the box and compare it to the footprints on the “Dinosaurs & Their Tracks” chart. Who most likely was the trackmaker? Was it bipedal (walking on two legs) or quadrapedal (walking on four legs)? Trackmaker: ________________________ Bipedal or quadrapedal? _________________ Step 4: Multiply the track length (Step 1’s answer) by four to get the hip height of the animal. This is how tall the animal’s hip was (generally, four times the foot length of a bipedal animal is its hip height. Try it with your own foot length!). Hip Height of the Trackmaker = 4 x Track Length = 4 x _____ = ______ centimeters Step 5: Figure out how fast the dinosaur was moving when it made the tracks. Using your answers from Steps 2 and 4 (the stride length and the hip height), divide the stride length by the hip height. Relative Speed: Stride Length/Hip Height = _________________ Step 6: Last, find where this number best fits on the “Speed and Motion” table to figure out how fast the dinosaur was moving. Was the dinosaur walking, jogging or running?

(SOLVING THE MYSTERY TRACKS continued)

Table of Speed and Motion

Relative Speed Index

Type of Motion

0 – 2 Walking 2 – 2.9 Jogging/Trotting

Greater than 2.9 Running

Dinosaurs & Their Tracks

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Life in Prehistoric California Raymond M. Alf Museum of Paleontology

In this activity, students will create their own dioramas of a paleoecologic scene from Prehistoric California (during the Miocene, 23-10 million years ago). This activity can be used with a variety of grade ranges- with the degree of exploration dependent upon the group involved. Students will gain understanding of the changing earth as they see how different the ancient animals and environment were in Southern California during the Miocene. Materials: “Prehistoric California Wildlife” sheet, sheet of Miocene animals, landscape sheet, scissors, crayons/markers, glue/tape, references Background: About 23 to 10 million years ago, Southern California was lush and tropical, more closely resembling the modern savannah of Africa than the arid desert of today. There were lakes, streams and active volcanoes in the area. A wide range of animals and plants lived here including giraffe-like camels (up to 10 feet tall), small horses (only 3 ½ feet tall) and relatives of modern elephants. The largest predator at the time was the bear-dog Amphicyon, which was about the size of a grizzly bear. Procedures:

1. Describe the environment of Miocene California and introduce some of the animals. It is important to note that, while there was a saber-toothed cat living in the area during the Miocene, this was a period in California’s history that came far before the Ice Age time that many students are familiar with. For example, the fossils of the La Brea Tar Pits record life in California about 40,000 years ago during the Pleistocene whereas the snapshot in time that they will be constructing took place over 10 million years ago.

2. Instruct the students that they will be creating a scene from Miocene California by constructing a diorama of an ancient ecosystem. Pass out the landscape and wildlife sheets and have them describe what they see. What kinds of lifestyles did the different animals have? Are there more carnivores or herbivores? How does that compare to similar modern environments (like the modern African savannah)?

3. For the older students, you may wish to assign them (individually or in small groups) a specific animal to research from the list. Also, you can omit the handouts and have each researcher/group create their own animal to add to a class diorama (providing a uniform size scale so that the animals are in scale relative to each other).

Extensional Activities:

1. Have the students write a story or poem about their prehistoric scene. 2. Have the students write and present reports on one of the animals and how it lived

(what/how it ate, how it moved) in the Miocene. 3. Create a large class mural of Miocene California with the animals drawn to scale to

illustrate their actual sizes. Compare and contrast the size and shape of some of the animals to their living relatives.

Raymond M. Alf Museum of Paleontology 2003

Gomphotherium, a proboscidian

Amphicyon, a bear-dog

Megantereon, a saber-toothed cat

Aepycamelus, a camel

Merychippus, a small horse

Peccary, a pig-like animal

Osteodontornis orri, a sea bird

Turtle

Rabbit

Prehistoric California W

ildlife (Miocene, 23-10 m

illion years ago)

Raymond M. Alf Museum of Paleontology 2003 K. Sanders

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