ࡱ> GIF ]"bjbj>> =<TT]hhhhh||||$D|x(8 ((((((()R,^(h(hh2(^hh(( ''Јp{|[v'(H(0x(',,,',h',((x(,0 .: K-2 - Lesson Plans - Dinosaurs Week 1: Create Their Own Dinosaur / Dinosaur Habitats Supplies: Blank white paper (24); class set of crayons; pencils; 6 pictures of habitats (x6); brief description of the dinosaur (6); 6 dinosaur figures (x2); Student data table; Class data table, dinosaurs story book from the library Welcome: Dinosaur books to read Class Expectations - what signal will be used to get their attention Engage: Drawing of Dinosaurs (Individual work) Focus Question: Where does your dinosaur live? What is your favorite dinosaur? Why is it your favorite? List the traits on the board If you were to create your own dinosaur what would it look like? Give out sheets of paper, pencils, and crayons and have them create their own dinosaur Volunteers make a list of all traits used at their table - make a chart of favorite traits Explore: Stations - rotating through six stations to match the dinosaur with the habitat Volunteers will aid in reading the brief description of each dinosaur and help them record in their data table Key: Habitat 1- Dinosaur F: Riverside/ Herrerasaurus Habitat 2- Dinosaur E: Open Forest- Ankylosaurus Habitat 3- Dinosaur D- Riparian Forest- Stegosaurus Habitat 4 - Dinosaur C: Ocean-side-Pterodactyl Habitat 5 - Dinosaur B: Open plains - Triceratops Habitat 6 - Dinosaur A: Tropical Forest - T. Rex Explain: As a table group, they will explain which habitat their dinosaur lived in- they will come to the board and write the name of the habitat that they think their dinosaur lived in. Look for patterns among the class data set Discuss any differences Reasoning: Read a dinosaur book and their habitats Elaborate: They will go back to their initial dinosaur drawings and try to figure out the type of the dinosaur that they drew, what habitat their dinosaurs belonged to- they might add further information / pics like what their dinosaurs eat, how they behave, etc Week 2: What/How Does a Dinosaur Eat / Dioramas Supplies: (Dinosaur chase) - Rope, Cardboard, Green and Brown shapes; (Diorama) Shoeboxes (24), Construction paper, Scissors, Glue, Markers, Cotton balls, Beans, Rice, Twigs, Clay / Playdough, Tape, Glitter, Pipe cleaners Welcome: Dinosaur books to read Review Class Expectations - what signal will be used to get their attention Engage: Focus Question: How does a Dinosaur Eat? What do dinosaurs eat? (Meat/Plants/Both) Introduce Explore Activity Explore: Outside Dinosaur Chase There will be 3-4 rounds of activity 1st Round - T-rex eating (no arms) Hunt solo 2nd Round - Raptors eating (holding onto a rope) Hunt in groups of 4-5 3rd Round - Pterodactyls eating (Have to flap wings) Hunt in pairs or trios 4th Round - Plant eaters - Triceratops vs Iguanodon (Two vs Four Legs) Gather as much food as possible in a set amount of time Record how many attempts it takes to deplete food source Recording how many animals are eaten each round for each dinosaur type until population decreases below 5 Explain: As a table group, they will explain which meat-eating dinosaur had the most effective way of getting food Evidence - total amount of attempts it took to diminish population / food source Reasoning - What features helped the dinosaur be so effective Reasoning: Read a dinosaur book on what they eat Activity 2 - Work on Dioramas Week 3: What is a Paleontologist Supplies: (Dinosaur Puzzle) - Copies of cut-out dinosaur bones, glue sticks, construction paper for completed dinosaurs / (Diorama) Shoeboxes (24), Construction paper, Scissors, Glue, Markers, Cotton balls, Beans, Rice, Twigs, Clay / Playdough, Tape, Glitter, Pipe cleaners Welcome: Coloring Pages Engage: Focus Question: What does a paleontologist do? How do we know dinosaurs even existed? Who studies dinosaurs? What are dead dinosaurs called? How does a paleontologist do their job? Introduce Guest Speaker Guest Speaker - Paleontologist ~ 10:00-10:45 Snack / Break ~ 10:45-11:00 Explore: Dinosaur Builds Two rounds of dinosaur bones to put together 1 set of each puzzle per table Glue final configurations down Explain: As a group they will present their dinosaur to the class explaining why they think the bones go where they put them Activity 2 - Work on Dioramas Week 4: What does a Paleontologist Do? Supplies: (Dinosaur Dig) / (Dinosaur Build) - Copies of cut-out dinosaur bones, glue sticks, construction paper for completed dinosaurs, plastic tubs (for sand), 6 bags of sand, dinosaur bones, brushes, little shovels, tweezers, 12 Blue trays / (Diorama) Shoeboxes (24), Construction paper, Scissors, Glue, Markers, Cotton balls, Beans, Rice, Twigs, Clay / Playdough, Tape, Glitter, Pipe cleaners Welcome: Coloring Pages Engage (~5-10 min): Focus Question: What does a paleontologist do? Who has ever digged for dinosaur bones? Who has ever built a dinosaur puzzle? Explore (~40-50 min): Two stations Front of room will be building dinosaurs from cut-outs and glueing onto construction paper Back of room will be the dinosaur dig and bone matching Each team will be provided 2 blue trays and a recording sheet to record how many of each type of bone they found Provide about 20 min per of the room Snack / Break ~ 15-20 min Explain (20 min): Dinosaur Builds Each group will come up with their final dinosaur products (evidence) and explain how & why they constructed the dinosaurs the way they did Each group will also explain their categories of the types of bones they dig out from sand Elaborate: Work on Dioramas - remainder of time Week 5: What does a Paleontologist Do? - Final Week Supplies: (Dinosaur Fossils) / Blue trays, Dinosaur fossil dough (salt dough w/ coffee grinds), small plastic dinosaurs / (Diorama) Shoeboxes (24), Construction paper, Scissors, Glue, Markers, Cotton balls, Beans, Rice, Twigs, Clay / Playdough, Tape, Glitter, Pipe cleaners Welcome: Coloring Pages Activity 1 (~30-40 min): The creation of dinosaur fossils Distribute dough to all students and allow for time to create dinosaur molds and other fossils (skulls, bones of all types) Snack / Break ~ 15-20 min Activity 2 (~40-50 min): Complete Dioramas Activty 3 (~15-20 min): Diorama Museum Walk Divide the class in half and have them walk around viewing various dioramas and then switch groups. Discussion Common elements observed in dioramas Why were they common? What unique factors were there? Why were these included? 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