real world science: fossils & dinosaurs · real world science: fossils & dinosaurs real...

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Real World Science: Fossils & DinosaursINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING REAL WORD SCIENCE: FOSSILS & DINOSAURS

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Dinosaur Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Dino Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Fill in the Blanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1999 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1999 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


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VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1999 AIMS Multimedia Real Word Science: Fossils & Dinosaurs11

OBJECTIVES

Real World Science: Fossils & DinosaursTHEMES

Real Word Science: Fossils &Dinosaurs discusses the main periodsof prehistoric life, as well as the char-acteristics of various dinosaurs.Students will learn the physical fea-tures of dinosaurs and how scientistsuse these features to classify differentspecies. In addition, they will studythe theories surrounding the extinc-tion of dinosaur life.

OVERVIEW

Fossils, or hardened body parts likebones and teeth, can tell us muchabout the kinds of dinosaurs thatlived 65 million years ago. Scientistscalled paleontologists dig to findthese hardened body parts. They alsostudy the tracks of different dinosaursto find out how quickly the dinosaursmoved. By looking at the teeth ofdinosaurs, scientists can tell what kindof food the dinosaurs ate. Dinosaurswith sharp, pointed teeth were prob-ably carnivores, or meat eaters, whiledinosaurs with flat, round teeth wereprobably herbivores, or plant eaters .Most dinosaurs lived during theMesozoic, or middle, era. Thedinosaurs with legs that sprawled outto the sides, like a lizard’s legs, wereknown as Saurischia. The dinosaurswith legs that stuck out beneath theirbodies were known as Ornithischia.Many scientists believe that dinosaursbecame extinct when a giant asteroidcaused a large cloud of dust thatblocked out the sun’s heat.

To classify dinosaurs as carni-vores or herbivores.

To explain how a dinosaur’sname describes its primary phys-ical features.

To examine the three eras duringwhich dinosaurs lived.

To discuss various theoriesregarding the extinction ofdinosaurs.

To accurately use selected vocab-ulary words related to dinosaurs.

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12© Copyright 1999 AIMS Multimedia Real Word Science: Fossils & Dinosaurs

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAMScientists who study fossils have beenable to learn a great deal aboutdinosaurs by studying fossils found allover the world, connecting pieces ofinformation and making hypotheses.Theories have been formed about theorigins, characteristics and life cyclesof plants and animals that lived in thepast. Real Word Science: Fossils &Dinosaurs will introduce students tothe creatures great and small thatonce lived on earth.

INTRODUCTION TOVOCABULARYAsk students to think about the word“dinosaur.” It comes from the Greekwords dinos, which means terrible,and sauros, which means lizard.Actually, dinosaurs were not lizardsat all, though some of them had sim-ilar features. Likewise, not alldinosaurs were that terrible. Some,such as the Tyrannosaurus Rex, wereindeed ferocious hunters. However,other dinosaurs, like theCompsognathus, were only a few feetlong.

DISCUSSION IDEASWhat is a fossil? Ask students toshare their ideas freely as you recordthem on the board. What type ofinformation can we get from fossils?Where are fossils found? (Fossils arethe hardened remains of plants andanimals that lived a long time ago.Fossils can tell us about an animal’seating habits, size, speed and physi-cal characteristics. Fossils have beenfound all around the world.)

FOCUSTell students to close their eyes andimagine the world of the dinosaur.The weather was unpredictable, andthe earth was unstable. Earthquakesand volcanoes were much more com-mon. Huge creatures roamed theland in search of food. The skies werefilled with large prehistoric birds.

Ask students to keep this visual imagein mind as they begin the unit.


JUMP RIGHT IN

Preparation

Read Real Word Science: Fossils& Dinosaurs Themes, Overview,and Objectives to become famil-iar with program content andexpectations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing REAL WORD SCIENCE:FOSSILS & DINOSAURS

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students view RealWord Science: Fossils & Dinosaurstogether or in small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing REAL WORDSCIENCE: FOSSILS & DINOSAURS

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE REAL WORD SCIENCE: FOSSILS & DINOSAURS AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Hands On

Divide students into four groups and explain that they are going to be paleontologists for aday. Using plaster of Paris, they will make trace fossils of their school’s environment. Explainthe process of pouring the plaster over the subject material, allowing it to harden and remov-ing it from the site.

Provide each group with freshly mixed plaster. Allow them to explore the playground orschoolyard to search for a fossil subject. Ideas can include a leaf, twig, people or animaltracks, feathers or human artifacts such as coins or pencils. Assist students in using the plas-ter of Paris.

After the trace fossils have been collected, bring them inside and discuss their hidden secrets.What might the fossils tell people in the future about the environment of the school? Whatmight they reveal about the inhabitants of the area, both animal and human?

Meeting Individual Needs

Ask students to make sentences using the following words. Encourage them to use a dictionaryif they are unsure of the meanings. Make sure that their sentences display an understanding ofthe words as they relate to the program.

• prehistoric - living or occurring before the time of recorded history

• extinct - species which is no longer living

• fossil - hardened remains of plants or animals that lived a long time ago

• mineral - hard elements found in the layers of the earth

Connection to Language Arts

Many of the names associated with dinosaurs originate from Latin or Greek words. For exam-ple, “Paleozoic” comes from the word paleo, which means oldest, and the word zoic, whichmeans life. In fact, many words from our everyday language are derived from older words.What are some other words from the lesson that originate from paleo? Can students think ofanother word derived from zoic? (paleontology, paleontologist; zoo, zoology)

Encourage students to use a dictionary to find the origins of dinosaur names, such asTyrannosaurus Rex (from the Greek for “tyrant lizard king”) and Triceratops (Greek for “threehorn face”).

60 Minutes

20 Minutes

20 Minutes

LANGUAGE

ARTS


Link to the World

What would the job of a paleontologist be like on a daily basis? Ask students to think aboutsome of the things a paleontologist does. How would the work of a paleobotonist, who stud-ies plant fossils, be different from a paleontologist who studies fossils found in the ocean? (Apaleobotonist works on the land, while a paleontologist who studies fossils from the oceanmight spend time diving in ocean waters.)

Would any of your students be interested in a job as a paleontologist? What kind of trainingand education might be involved? (Paleontologists must study many kinds of science, includ-ing geology, biology and chemistry. They must learn to have great patience while digging forfossils. It can take many days, weeks or months in an uncomfortable environment to find a sin-gle fossil.)

Extended Activity

Ask each student to choose a dinosaur from the list below. Encourage them to write one-pagepapers on their chosen dinosaurs by using encyclopedia and library books. They shouldinclude details about the dinosaurs’ appearance, diet and environment, as well as any otherinteresting facts they can “dig up.”

TriceratopsBrontosaurusBrachiosaurusTriceratopsTyrannosaurus RexCompsognathusStegosaurusAnkylosaurusProtoceratops

Connection to Art

Using their dinosaur papers from the previous activity, ask students to draw a colorful pictureof their dinosaur. Since scientists have no definite clues about the colors or skin patterns ofdinosaurs, students can use their imaginations freely.

Encourage them to use colored pencils, watercolors or markers to add details to their pictures.In the background, they can include information about the dinosaur’s environment. In addition,they can show the dinosaur engaging in a typical activity, such as hunting or eating leaves.

15 Minutes

Extended Time

45 Minutes

ART


Critical Thinking

There are many theories that try to explain the extinction of dinosaurs. Some scientists believethat mammals were a cause. Mammals had larger brains than dinosaurs and the mammal’sbodies offered more protection from cold weather. How might this have contributed to theextinction of dinosaurs? (When cold weather appeared, the mammals had a better chance ofsurviving. Also, because they were more intelligent, mammals were better hunters. They prob-ably hunted small dinosaurs and ate dinosaur eggs.)

Scientists also believe that the changing continents were partly responsible for the extinction ofdinosaurs. As great oceans drained, the swamps where the dinosaurs lived dried up. Howmight this have contributed to the extinction of dinosaurs? (Without the swamps, many plantsdied. The plant-eating dinosaurs had less food. As these dinosaurs died, the meat-eatingdinosaurs had less food, too.)

Writing

Students will need to use their imaginations for this activity. Ask them to imagine that they arenewspaper reporters who travel back in time to the Mesozoic era. They will record what theysee and write an article about their findings.

Encourage students to include details about the animal and plant life, weather, food and watersources, and land conditions (swamp, desert, forest, etc.). Where do dinosaurs go to hunt orto find shelter from predators? What kind of interactions take place between the dinosaurs?

When the articles are completed, ask students to work together to produce a DinosaurNewspaper. Everyone’s articles should be included, along with the illustrations created in the“Connection to Art” activity. Keep the newspaper in a place where everyone has a chance toread over it.

Culminating Activity

Discuss the recent trend of dinosaur movies, toys, rides and exhibits. What motivates ourcuriosity about dinosaurs? Why do people seem to be fascinated by the idea of bringingdinosaurs back to life?

Encourage the class to talk about the appeal of things that are unknown. How might theunsolved mysteries of prehistoric life contribute to our interest in dinosaurs? What questions arestill unanswered?

Extended Time

60 Minutes

20 Minutes

Name

VOCABULARY

The following terms are from Real Word Science: Fossils & Dinosaurs. Fill in the number of eachterm next to its closest definition.

1. dinosaurs2. extinct3. fossil4. paleontologists5. herbivore

___ the oldest era in the history of dinosaur life; much marine life lived during this time

___ the bones, teeth and other remains of plants and animals that lived long ago

___ the distance from one footprint to the next footprint made by the same foot

___ animal who eats plants

___ the last era in the history of dinosaur life; mammals became important in this era

___ creatures, both large and small, that lived 65 million years ago

___ scientists who learn about dinosaurs by digging for and studying fossils

___ describes species that are no longer living, such as dinosaurs

___ animal who eats meat

___ the middle era in the history of dinosaur life


6. carnivore7. stride8. Paleozoic9. Mesozoic

10. Cenozoic


Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

___1___ , or hardened body parts like bones and teeth, can tell us much about the kinds ofdinosaurs that lived 65 million years ago. Scientists called ___2___ dig to find these hardened bodyparts. They also study the ___3___ of different dinosaurs to find out how quickly the dinosaursmoved. By looking at the teeth of dinosaurs, scientists can tell what kind of ___4___ . Dinosaurs withsharp, pointed teeth were probably ___5___, while dinosaurs with flat, round teeth were probably___6___ . Most dinosaurs lived during the ___7___ , or middle, era. The dinosaurs with legs thatsprawled out to the sides, like a lizard’s legs, were known as ___8___ . The dinosaurs with legs thatstuck out beneath their bodies were known as ___9___ . Many scientists believe that dinosaursbecame extinct when ___10___ caused a large cloud of dust that blocked out the sun’s heat.

1. A. Shells B. Fossils C. RocksD. Minerals

2. A. paleontologists B. fossilistsC. dinologists D. jurassians

3. A. skinB. teethC. feathersD. tracks

4. A. fur they had B. sounds they madeC. food they ateD. tracks they made

5. A. herbivoresB. carnivores C. paleozoresD. plateosaurs

6. A. herbivores B. mesavores C. carnivores D. omnivores

7. A. Mesozoic B. Paleozoic C. CenozoicD. Cro-Magnon

8. A. SaurischiaB. ParasaurolophusC. OrnithischiaD. Stegosaurus

9. A. TheropodaB. TyrannosaurasC. CreataceousD. Ornithischia

10. A. an eclipse B. a star C. a large asteroidD. a Saurischia

Name

DINOSAUR MATCH-UP

Match each term on the left with the best definition on the right.


1. Paleozoic era

2. Ornithischia

3. Saurischia

4. Paleontologist

5. Mesozoic era

6. Herbivore

7. Cenozoic era

8. Carnivore

the time during which most dinosaurs lived

an animal that usually has sharp, pointed teeth

scientists who digs for fossils

the time in dinosaur history when most creatureslived in the water

the final era in dinosaur history

lizard-like creatures such as Tyrannosaurus Rex

creatures with bird-like hip joints

an animal that has flat, rounded teeth


Name

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ There are only a few living dinosaurs left in the world today.

2. ___ Trace fossils are formed when footprints and other impressions are left in mud or dirt.

3. ___ Fossil teeth give paleontologists very little information about dinosaurs.

4. ___ Dinosaurs that ate plants usually had flat, rounded teeth.

5. ___ The Mesozoic era is divided into the Triassic, Jurassic and Cretaceous periods.

6. ___ Triceratops lived during the Paleozoic era.

7. ___ Saurischia included the largest known dinosaurs, like the Apatosaurus.

8. ___ The Stegosaurus walked on two legs and had sharp claws.

9. ___ Scientists have learned a great deal about the skin colorings of dinosaurs.

10. ___ Some paleontologists believe that harsh weather caused the dinosaurs to become extinct.

Name

DINO CHOICES

Circle the best answer to complete each sentence below.

1. Sixty-five million years ago, dinosaurs became: . . . . . . .extinct endangered

2. Fossils formed when minerals from the ground seeped into dinosaur bones and turned them to: . . . . . . .soil stone

3. By measuring the distance between one footprintand the next footprint made by the opposite foot,scientists can discover a dinosaur’s average: . . . . . . . . . .weight pace

4. Most dinosaurs roamed the earth during the Mesozoic era. “Meso” means: . . . . . . . . . . . . . . . . . . .middle early

5. Scientists have learned very little about the dinosaurs’: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .height skin patterns

6. Some paleontologists believe that dinosaurs became extinct because of: . . . . . . . . . . . . . . . . . . . . .humans weather

7. To protect the fossils they uncover, paleontologistssometimes cover the fossils with: . . . . . . . . . . . . . . . . . .dust plaster

8. The word dinosaur means terrible: . . . . . . . . . . . . . . . .lizard bird



Name

FILL IN THE BLANKS

Fill in the blanks below using the following words.

1. The word means “lizard hip.”

2. A fossil from the Cretaceous period would be closer to the surface than a fossil from the

period.

3. had horns to protect its head from predators.

4. A spends a great deal of time digging for fossils.

5. The had bony plates along its back.

6. was a fierce dinosaur with sharp teeth and claws.

7. The dinosaurs known as had hips like our modern-daybirds.

8. During the era, mammal populations increased.

paleontologist

Tyrannosaurus Rex

Triceratops

Cenozoic

Saurischia

Triassic

Stegosaurus

Ornithischia

G O C L C T C N I T X E

L B E N L H J N D A H Q

D I N O S A U R H M C O

T X O E J G R M C D A T

R F Z A X M A D T M R P

I B O J N O S B K C N S

A E I S M E S O Z O I C

S P C J S D I G H M V R

S N Q E L I C Z B A O P

I C A P J K L P O E R Q

C R H E R B I V O R E S

Y P A L E O Z O I C S R

Name

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

dinosaurfossilextinctcarnivoreherbivoreJurassicTriassicPaleozoicMesozoicCenozoic


© Copyright 1999 AIMS Multimedia Real Word Science: Fossils & Dinosaurs

Name

TEST

Circle the phrase which best answers each question.

1. Scientists can estimate the age of a fossil by carefully recording:

• its size.• the weather conditions on the day the fossil was discovered.• its color.• the layer of earth in which the fossil was found.

2. Trace fossils were made when sand and mud covered up dinosaur:

• bones.• teeth.• footprints, skin or feathers. • skulls.

3. Carnivores were a type of dinosaur that:

• ate meat.• had sharp teeth.• included the Tyrannosauras Rex.• all of the above.

4. Many dinosaurs closely resembled modern-day:

• mammals. • fish.• lizards.• none of the above.

5. Saurischia was a type of dinosaur that had hip bones similar to those of:

• four-legged mammals.• reptiles.• birds. • humans.

25

Name

TEST (CONTINUED)

6. Ornithischia was a type of dinosaur that had hip bones similar to those of:

• frogs.• lizards.• birds.• fish.

7. Dinosaurs are most often named after:

• their most important body feature. • the person who first discovers them. • the area of the world in which they lived. • the kind of food they ate.

8. Dinosaur tracks can tell a paleontologist:

• how fast the dinosaur traveled.• the size of the dinosaur’s brain.• what the dinosaur’s skin looked like.• all of the above.

9. Scientists refer to dinosaurs who ate plants as:

• carnivores. • herbivores. • Saurischia.• Cretaceous.

10. Dinosaurs may have become extinct because of:

• a giant asteroid.• a series of earthquakes. • violent weather.• all of the above.



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

Real World Science SeriesReal World Science: HabitatsReal World Science: Rocks and MineralsReal World Science: Seeds and PlantsReal World Science: Simple MachinesReal World Science: The Solar SystemReal World Science: Trash and the EnvironmentReal World Science: Weather and Climate

ANSWER KEY for page 18


VOCABULARY

The following terms are from Real Word Science: Fossils & Dinosaurs. Fill in the number of eachterm next to its closest definition.

1. dinosaurs2. extinct3. fossil4. paleontologists5. herbivore

___ the oldest era in the history of dinosaur life; much marine life lived during this time

___ the bones, teeth and other remains of plants and animals that lived long ago

___ the distance from one footprint to the next footprint made by the same foot

___ animal who eats plants

___ the last era in the history of dinosaur life; mammals became important in this era

___ creatures, both large and small, that lived 65 million years ago

___ scientists who learn about dinosaurs by digging for and studying fossils

___ describes species that are no longer living, such as dinosaurs

___ animal who eats meat

___ the middle era in the history of dinosaur life

8

3

7

5

10

1

4

2

6

8

6. carnivore7. stride8. Paleozoic9. Mesozoic

10. Cenozoic



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

___1___ , or hardened body parts like bones and teeth, can tell us much about the kinds ofdinosaurs that lived 65 million years ago. Scientists called ___2___ dig to find these hardened bodyparts. They also study the ___3___ of different dinosaurs to find out how quickly the dinosaursmoved. By looking at the teeth of dinosaurs, scientists can tell what kind of ___4___ . Dinosaurs withsharp, pointed teeth were probably ___5___, while dinosaurs with flat, round teeth were probably___6___ . Most dinosaurs lived during the ___7___ , or middle, era. The dinosaurs with legs thatsprawled out to the sides, like a lizard’s legs, were known as ___8___ . The dinosaurs with legs thatstuck out beneath their bodies were known as ___9___ . Many scientists believe that dinosaursbecame extinct when ___10___ caused a large cloud of dust that blocked out the sun’s heat.

1. A. Shells B. Fossils C. RocksD. Minerals

2. A. paleontologists B. fossilistsC. dinologists D. jurassians

3. A. skinB. teethC. feathersD. tracks

4. A. fur they had B. sounds they madeC. food they ateD. tracks they made

5. A. herbivoresB. carnivores C. paleozoresD. plateosaurs

6. A. herbivores B. mesavores C. carnivores D. omnivores

7. A. Mesozoic B. Paleozoic C. CenozoicD. Cro-Magnon

8. A. SaurischiaB. ParasaurolophusC. OrnithischiaD. Stegosaurus

9. A. TheropodaB. TyrannosaurasC. CreataceousD. Ornithischia

10. A. an eclipse B. a star C. a large asteroidD. a Saurischia



DINOSAUR MATCH-UP

Match each term on the left with the best definition on the right.

1. Paleozoic era

2. Ornithischia

3. Saurischia

4. Paleontologist

5. Mesozoic era

6. Herbivore

7. Cenozoic era

8. Carnivore

the time during which most dinosaurs lived

an animal that usually has sharp, pointed teeth

scientists who digs for fossils

the time in dinosaur history when most creatureslived in the water

the final era in dinosaur history

lizard-like creatures such as Tyrannosaurus Rex

creatures with bird-like hip joints

an animal that has flat, rounded teeth



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ There are only a few living dinosaurs left in the world today.

2. ___ Trace fossils are formed when footprints and other impressions are left in mud or dirt.

3. ___ Fossil teeth give paleontologists very little information about dinosaurs.

4. ___ Dinosaurs that ate plants usually had flat, rounded teeth.

5. ___ The Mesozoic era is divided into the Triassic, Jurassic and Cretaceous periods.

6. ___ Triceratops lived during the Paleozoic era.

7. ___ Saurischia included the largest known dinosaurs, like the Apatosaurus.

8. ___ The Stegosaurus walked on two legs and had sharp claws.

9. ___ Scientists have learned a great deal about the skin colorings of dinosaurs.

10. ___ Some paleontologists believe that harsh weather caused the dinosaurs to become extinct.

F

T

F

T

T

F

T

F

F

T



DINO CHOICES

Circle the best answer to complete each sentence below.

1. Sixty-five million years ago, dinosaurs became: . . . . . . .extinct endangered

2. Fossils formed when minerals from the ground seeped into dinosaur bones and turned them to: . . . . . . .soil stone

3. By measuring the distance between one footprintand the next footprint made by the opposite foot,scientists can discover a dinosaur’s average: . . . . . . . . . .weight pace

4. Most dinosaurs roamed the earth during the Mesozoic era. “Meso” means: . . . . . . . . . . . . . . . . . . .middle early

5. Scientists have learned very little about the dinosaurs’: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .height skin patterns

6. Some paleontologists believe that dinosaurs became extinct because of: . . . . . . . . . . . . . . . . . . . . .humans weather

7. To protect the fossils they uncover, paleontologistssometimes cover the fossils with: . . . . . . . . . . . . . . . . . .dust plaster

8. The word dinosaur means terrible: . . . . . . . . . . . . . . . .lizard bird



FILL IN THE BLANKS

Fill in the blanks below using the following words.

1. The word means “lizard hip.”

2. A fossil from the Cretaceous period would be closer to the surface than a fossil from the

period.

3. had horns to protect its head from predators.

4. A spends a great deal of time digging for fossils.

5. The had bony plates along its back.

6. was a fierce dinosaur with sharp teeth and claws.

7. The dinosaurs known as had hips like our modern-daybirds.

8. During the era, mammal populations increased.

Saurischia

Triceratops

Triassic

paleontologist

Stegosaurus

Tyrannosaurus Rex

Ornithischia

Cenozoic

paleontologist

Tyrannosaurus Rex

Triceratops

Cenozoic

Saurischia

Triassic

Stegosaurus

Ornithischia



G O C L C T C N I T X E

L B E N L H J N D A H Q

D I N O S A U R H M C O

T X O E J G R M C D A T

R F Z A X M A D T M R P

I B O J N O S B K C N S

A E I S M E S O Z O I C

S P C J S D I G H M V R

S N Q E L I C Z B A O P

I C A P J K L P O E R Q

C R H E R B I V O R E S

Y P A L E O Z O I C S R

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

dinosaurfossilextinctcarnivoreherbivoreJurassicTriassicPaleozoicMesozoicCenozoic



TEST

Circle the phrase which best answers each question.

1. Scientists can estimate the age of a fossil by carefully recording:

• its size.• the weather conditions on the day the fossil was discovered.• its color.• the layer of earth in which the fossil was found.

2. Trace fossils were made when sand and mud covered up dinosaur:

• bones.• teeth.• footprints, skin or feathers. • skulls.

3. Carnivores were a type of dinosaur that:

• ate meat.• had sharp teeth.• included the Tyrannosauras Rex.• all of the above.

4. Many dinosaurs closely resembled modern-day:

• mammals. • fish.• lizards.• none of the above.

5. Saurischia was a type of dinosaur that had hip bones similar to those of:

• four-legged mammals.• reptiles.• birds. • humans.



TEST (CONTINUED)

6. Ornithischia was a type of dinosaur that had hip bones similar to those of:

• frogs.• lizards.• birds.• fish.

7. Dinosaurs are most often named after:

• their most important body feature. • the person who first discovers them. • the area of the world in which they lived. • the kind of food they ate.

8. Dinosaur tracks can tell a paleontologist:

• how fast the dinosaur traveled.• the size of the dinosaur’s brain.• what the dinosaur’s skin looked like.• all of the above.

9. Scientists refer to dinosaurs who ate plants as:

• carnivores. • herbivores. • Saurischia.• Cretaceous.

10. Dinosaurs may have become extinct because of:

• a giant asteroid.• a series of earthquakes. • violent weather.• all of the above.

real world science: fossils & dinosaurs · real world science: fossils & dinosaurs real...

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