discovering+dinosaurs+ - wordpress.com · environment with classmates or others. ... choral...

Discovering Dinosaurs A Kindergarten Unit Plan

Seanna Puszkar

Scope:

The purpose of this unit is for students to investigate and better understand

dinosaurs through books, videos, crafts, and activities. This unit reinforces students’

curiosities by demonstrating the uniqueness of dinosaurs’ appearance and lifestyle.

During the unit, students will discover how fossils have unraveled the mystery of

dinosaurs, learn about the types of dinosaurs, and explore why dinosaurs have become

extinct. Lessons emphasize the diversity of dinosaurs and how they lived including what

they ate, what/who eats them, and how they grow. These learning experiences will lead

students to consider what it would be like if dinosaurs were still alive.

Rationale:

Children, of course, think that a dinosaur is the most awesome creature in the

world. Dinosaurs for kids are plentiful. Stuffed animals, movies, action figures, all

represent to children to amazing creatures that dinosaurs were. As we get older, we don’t

lose the awe that dinosaurs inspire in us. As new dinosaur facts are presented we are all

glued to the television or newspaper just trying to comprehend the magnitude of the era

in which dinosaurs ruled the world. And it seems that the more we know, the more we

want to know. We will forever be enthralled in the process of learning about dinosaurs.

The sad thing is, we may never fully know what walking with dinosaurs would be like.

We can watch the movies and learning specials, but to have actually walked in their

world is a feeling that seems out of reach. However, the more we learn about these

amazing creatures, the more we can strive to place ourselves in their world. One day, it

may be possible to get a feel of what living and walking with dinosaurs really was. Until

then, we can still dream.

Dinosaurs are a topic of high interest to young students with a natural curiosity about the

unknown. Moreover, the dinosaur is familiar to nearly everyone, yet often

misunderstood. The purpose of this unit is to familiarize students with dinosaurs, and

the role they played in our world, while covering multiple objectives across the

curriculum. Learning experiences are designed in an engaging way to promote life-long

learning.

Essential Question:

What if dinosaurs still roamed this Earth?

Unit/Content Questions:

What are dinosaurs?

What do dinosaurs look like?

What do dinosaurs eat?

Where did dinosaurs live? How do we know?

How did dinosaurs grow?

What happened to the dinosaurs?

What would it be like if dinosaurs were still around?

Dinosaurs

Types Characteristics

Habitat

Fossils/Bones

Food

Extinction

Dinosaur Stories

Dinosaur Rhymes

Dinosaur Eggs

Appearance

Relatives

Teeth

Famous Dinosaurs

Museum

Background Info:

Dinosaurs existed millions of years ago. These giant animals lived on earth 200

million years ago, and they became extinct about 64 million years ago, according to fossil

finds. Scientists can only guess what they looked like, what they ate, where they lived

and how they died. There are several theories of how dinosaurs became extinct: egg-

eating mammals ate all the dinosaurs' eggs; a continental shift caused the weather to

change, and shallow areas where animals could graze and drink began to disappear; a

large star close to earth exploded, emitting deadly cosmic rays that destroyed the

dinosaurs; or a meteorite storm on earth caused huge clouds and steam to block the rays

of the sun, causing an ice age, during which the warm-blooded mammals that were prey

for the dinosaurs could not survive.

The word "dinosaur" means terrible lizard. Dinosaurs lived in the Mesozoic Era,

before people populated earth. The earth was warm and covered with plants at the time

dinosaurs lived. All dinosaurs lived on land or were amphibious; none had wings or

paddles. Dinosaurs' eggs were not huge, but they were hard shelled, and dinosaurs were

meat eaters (carnivores) and/or plant eaters (herbivores).

All dinosaurs walked fully erect. Modern reptiles like lizards and crocodiles walk with

their legs sprawling out from their sides. Dinosaurs are the only reptiles that walked like

mammals, some walking on two legs, some on four. All four-legged dinosaurs were

herbivores. All carnivores were two-legged, although some herbivores were two-legged

as well. All dinosaurs had special skeletal features: unique skull openings, hip

arrangements that permitted them to walk erect, and straight thighbones.

Dinosaurs Unit: Dinosaurs: Intro. to Dinosaurs Teacher: Seanna Puszkar Grade: Kindergarten

Instructional Strategies: Direct, Interactive, Experiential

Outcomes: CRK.3

Listen, comprehend, and respond to gain meaning in oral texts.

TEK.1

Examine observable characteristics of plants, animals, and people in the local environment.

CPK.1

Express ideas through exploration of the elements of dance including action, body, dynamics, relationships, space.

Indicators:

• Satisfy natural curiosity by engaging in inquiry: -Wonder about new ideas and observations -Discuss personal knowledge of a topic ask questions to satisfy personal curiosity and information needs.

• Volunteer personal experiences and feelings prompted by various visuals.

• Follow simple directions correctly and independently (e.g., Please put away your crayons and put your picture on the shelf.) and remember instructions given earlier.

• Listen attentively to others and respond appropriately.

• Identify important information.

• Pose questions about observable characteristics of plants and animals such as “Do all animals have four legs?”, “How do fish breathe?”, “Are all plants green?”, and “Do plants breathe?”

• Share stories and observations of plants, animals, and people in the local environment with classmates or others.

• Identify similarities and differences in observable characteristics among different plants, among different animals, and among different people

• Use movement to respond to stimuli from diverse sources such as stories, poems, observations, visual images, music, sounds, or objects.

Classroom Management:

• Remind students to raise their hands when they want to answer a question or give an idea for the KWL chart.

• Have the students help to make up actions to the role play. Assist if necessary. • Remind the students the appropriate way to move on the carpet. Stay on their square as to

not hit the students beside them. Learning Plan

Set:

With the children seated on the floor so that all can see the illustrations and print,

talk about the book, The Day of the Dinosaur. Ask the children if they can tell

what the story is about. Read the story and show the illustrations to the children,

sharing your reactions. Talk about time and size concept. Place a large drawing of a dinosaur on the board and tell the students that we will be learning about dinosaurs for the next little while.

Development:

• Initiate the students in a discussion about dinosaurs. • Ask: Are dinosaurs alive today? When were dinosaurs alive? When we say “It was long ago,” what do we mean? Does it mean yesterday? Does

it mean many years ago, before you were born? Before your parents were born?

Explain: It could mean all of these things, but in this unit, when we say “long ago” we are

going to mean a very long time ago. We will be talking about the time when there

were only animals and plants on the land. There were no people. We are talking

about a time that we know very little about, because there were no people around

to remember it and tell stories about. The only way we know

about what went on at that time is that we can dig in the earth and find old of the plants and animals.

Ask: Raise your hand if you have heard of fossils before. What is a fossil?

Paleontologists have found fossils, not only of dinosaurs and of plants like

ferns and mosses, but of other kinds of animals.

Most of these animals and plants are no longer alive, but there

are some animals and plants that still resemble these prehistoric animals.

Ask: What are some animals that you have seen that kind of look like dinosaurs?

Lizards of today, crocodiles, turtles and whales look in many ways similar to animals that

lived on earth at the time of the dinosaurs. Show pictures of animals and dinosaurs to compare.

• Make a KWL chart of the students know about dinosaurs and what they would like to learn about dinosaurs that they do not already know.

Closure:

• Introduce the following role play. • Read the words out loud and come up with ideas for movements to go with it. • Repeat the words again and do the movements altogether.

The students participate in the following activity: Choral Speaking and Role Playing

Dinosaurs of Long Ago

The dinosaurs lived long ago,

and walked like this, and that. (Slow, heavy walk movement.)

Some were large (Stretch hands upwards.)

and some were small. (Crouch down.)

Some liked water (Swimming motions.)

and some just walked on land. (Stomp feet.)

Some had wings, that flapped and flapped. (Flap arms.)

Some had long necks, that stretched and stretched. (Hand on neck stretching

upward.)

The meanest, rudest one of all was ferocious Tyrannosaurus Rex.

(Feet apart, hands clawlike, scowl and growl.)

These were the dinosaurs of long ago.

Goodness gracious, where did they go?

Closure:

• Introduce the following role play. • Read the words out loud and come up with ideas for movements to go with it. • Repeat the words again and do the movements altogether.

The students participate in the following activity: Choral Speaking and Role Playing

Dinosaurs of Long Ago

The dinosaurs lived long ago,

and walked like this, and that. (Slow, heavy walk movement.)

Some were large (Stretch hands upwards.)

and some were small. (Crouch down.)

Some liked water (Swimming motions.)

and some just walked on land. (Stomp feet.)

Some had wings, that flapped and flapped. (Flap arms.)

Some had long necks, that stretched and stretched. (Hand on neck stretching

upward.)

The meanest, rudest one of all was ferocious Tyrannosaurus Rex.

(Feet apart, hands clawlike, scowl and growl.)

These were the dinosaurs of long ago.

Goodness gracious, where did they go? Author Unknown Modified by Maria E. Torre

Materials:

• Book: The Day of the Dinosaur by S. & J. Berenstain • Animal and dinosaur pictures

Resources:

Book: The Day of the Dinosaur by S. & J. Berenstain

Dinosaurs Unit: Dinosaurs: What Happened to the Dinosaurs Teacher: Seanna Puszkar Grade: Kindergarten


Outcomes: CRK.3


TEK.1


CPK.4

Create art works that express own observations and ideas about the world.

Indicators:





• Identify important information

• Pose questions about observable characteristics of plants and animals such as “Do all animals have four legs?”, “How do fish breathe?”, “Are all plants green?”, and “Do plants breathe?”


• Identify similarities and differences in observable characteristics among different plants, among different animals, and among different people

• Identify different lines, colours, textures, shapes, forms, and, people, and objects, and create visual representations.

• Demonstrate co-ordination and development of skills in the use of simple visual art tools and materials.


• Remind the students to raise their hands when they want to answer or ask a question. • Remind the students to listen attentively to the story because the story might give them

ideas for the activity later. • Have materials for the craft set up at the tables before the lesson begins. • I will ensure there are enough materials, and extra, for all of the students to effectively

complete their craft. • I will walk around the room to ensure that everyone is on task and assist any students

needing help. Learning Plan

Set:

Ask: Have you seen a real dinosaur? Do you know how many dinosaurs exist today?

Yes, zero is the number that tells us how many dinosaurs are alive today. What does the

number zero look like? Yes, it is a big circle with nothing in it—it is empty. The word that we use when all one animal does not exist anymore is extinct. Have the students repeat the word after you. This means that there is not even one left anywhere on the earth.

Development:

Ask: What do you think happened to the dinosaurs to make them extinct?

Read the story, What Ever Happened to the Dinosaurs? After reading, ask the

students if they think some of the author’s ideas about dinosaurs could be true.

Explain that no one really knows what happened to the dinosaurs for sure because no one lived that long ago.

• Review what happened in the story. Ask: In the story what happened to the dinosaurs? Where did they go? Do you think that the dinosaurs really went to Mars or on vacation?

Ask: What do you think happened to the dinosaurs?

• Review what the word extinct means? Ask: Are any dinosaurs alive today? Do you remember the word we learned today that means that an animal does not exist anymore?

Closure:

• Have the students make pictures of what they think happened to the dinosaurs. • Provide a dinosaur template that they can colour and decorate any way they wish. • Provide many different kinds of materials for the students to choose from and use their

creativity. • As the students are creating their pictures, go around and ask them what their picture is

about. Write down what they think happened to the dinosaurs/what their picture is about. Materials:

• Book: What Ever Happened to the Dinosaurs? by B. Most Resources:

Book: What Ever Happened to the Dinosaurs? by B. Most

What Happened to the Dinosaurs?

Dinosaurs Unit: Dinosaurs: Fossils/Bones Teacher: Seanna Puszkar Grade: Kindergarten

Instructional Strategies: Direct, Interactive, Experiential, Independent

Outcomes: CRK.3


NSK.1

Explore features of their natural surroundings including changes to these surroundings over time.

Indicators:






• Pose questions related to features of their local surroundings such as “Where did the rain water go?”, “Why is some snow harder than other snow?”, and “Is a grain of sand a rock?



ideas for the activity later. • Clearly explain the activity they will be doing at their tables, providing a visual example. • Have materials for the activity set up at the tables before the lesson begins. • I will ensure there are enough materials, and extra, for all of the students to effectively

complete their activity. • I will walk around the room to ensure that everyone is on task and assist any students

needing help. Take notes and pictures of the activity to document.

Learning Plan

Set:

• Have the students sit at the carpet. Explain: Students, guess what happened today before school! We had a visitor, but the visitor

could not stay and left before I got here. I don’t know who the visitor was, but

there are some things that were left here that were not here before. Can you help

me guess who this visitor was? Let’s look at all of these things and see what kind

of detectives we are. Can you list some of these things? Yes, diaper, baby food,

pacifier. The shoe is very small. Who do you think our visitor was? A baby! Tell

me some more about this baby. Is it big? Oh, the diaper is not the smallest, but

medium. Okay, so our baby is a medium-‐size baby. Do you think it is one year

old? What about five years old? Ok, since it’s wearing a diaper, it’s probably not!

It’s probably younger. Is it a girl? The diaper has pink elephants on it, so you

think it was a girl? But, are you certain? Well, it’s probably a good guess. What

colour hair does the baby have? Is it hard to tell? Is there a clue that can

tell us the colour of her hair? Well, I guess our class is full of good detectives. You

never saw the baby girl, but you think that she was our visitor.

Development:

Explain: This is what scientists do to learn about dinosaurs; they are like detectives and use clues

that they find to make good guesses.

Ask: What kind of clues do you think scientists might find? Scientists find bones that are buried

under the ground and study them like we studied the clues we found. These people who

study the bones are called paleontologists. Have the students repeat the word after you.

Show the students the book Bones, Bones, Dinosaur Bones. Ask students to predict what

the book Bones, Bones, Dinosaur Bones is about, then read aloud.

Ask: What was the story about? What did the kids find? What did they do with the bones?

Closure:

• Have the students go back to their tables. • Explain that they will be digging for dinosaur bones using special dinosaur eggs (show

them an egg). • Show the students the proper way of chipping away and brushing away the dirt. • Allow the students to explore the process of finding and putting together the dinosaur

bones. • Walk around to assist and observe. Take pictures and notes of the students’ discoveries.

OR

For younger students:

• Have students recreate dinosaur skeletons by gluing pasta pieces to dinosaur skeletons Materials:

• Book: Bones, Bones, Dinosaur Bones by B. Barton. • Baby paraphernalia: pacifier; clean diaper; jar of baby food; article of clothing

such as a shoe; and, any other objects that would suggest a baby’s presence. Arrange these articles on a table where students can easily see and study them.

• Skeleton print out • Glue • Pasta

Resources:

Book: Bones, Bones, Dinosaur Bones by B. Barton

Dinosaurs Unit: Dinosaurs: Food/Teeth Teacher: Seanna Puszkar Grade: Kindergarten


Outcomes: CRK.3


CRK. 4

Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them.

LTK.1


Indicators:






• Create play situations from basic understandings of story text.

• Explain the main idea

• Pose questions about observable characteristics of plants and animals such as “Do all animals have four legs?”, “How do fish breathe?”, “Are all plants green?”, and “Do plants breathe?


• Remind the students to raise their hands when they want to answer a question. • Remind the students to work together nicely at their tables. Take turns, share, etc. • During the searching activity, go around to the tables talking about the type of food their

dinosaur eats. Takes notes and pictures of the activity to document.

Learning Plan

Set:

• Gather the students on the carpet. Ask: What do dinosaurs eat? Go through a few ideas. How would we know what dinosaurs liked to eat?

Then talk about the differences in the characteristics of the meat-‐eating dinosaurs and the plant-‐eating dinosaurs in regards to movement and teeth.

Explain that some dinosaurs eat meat. Most of these dinosaurs run fast on 2 feet. Why do think they need to be so fast?

Some dinosaurs eat plants. These dinosaurs are slow and walk on 4 feet. They don’t need to catch their food like the meat-‐eaters so they can be slow.

Show the students the difference between the teeth of meat-‐eaters (carnivore) and the teeth of plant-‐eaters (herbivore). Show students pictures in the book Dinosaur Teeth by Susan H. Gray.

• Ask the students to feel their teeth with their tongue. Do we have any pointy teeth like this one? Do we have any flat teeth like this one? What does this tell us about what we like to eat?

Development:

• Send the students back to their assigned tables. • Tell the students we will be doing a teamwork activity, the people at your table is your

team. • Assign each table as a meat-eater or a plant-eater according to their table dinosaur. • Explain that around the room you have hidden pictures of plants and meat. It is your job to

go around the room and find the food that your table eats (either plants or meat). • Bring these pictures back to your table and place them around your dinosaur.

Closure:

• Go around to each table and have the students explain the different “foods” they found. Explain that that is what your dinosaur would eat. It is a _____ eater.

• Take a picture of the students with their dinosaur at their table. • Have the students take the pictures of the plants and meat and put them on my chair. • Move on to the next activity.

Materials:

• Book: Dinosaur Teeth by Susan H. Gray • Pictures of plants, leaves, and meat (dinosaur food)

Resources:

Book: Dinosaur Teeth by Susan H. Gray

Dinosaurs Unit: Dinosaurs: Phys. Ed. Teacher: Seanna Puszkar Grade: Kindergarten

Instructional Strategies: Direct, Experiential

Outcomes: PEK.5

Movement Variables

Vary, with guidance, the movement of the body through changes in:

• Space (personal space, general space, levels, directions, and pathways)

• Effort (time and speed)

• Relationships (body parts and shapes).

PEK.6

Rhythmical Movement

Explore and perform rhythmical movement to different auditory (e.g., beat of a drum, clapping, music) rhythms (e.g., quick, slow) using a variety of locomotor movements including walking, running, balancing, jumping, galloping, hopping, and skipping skills.

Indicators:

• Move the body through space following given directions (e.g., “stay in personal space and stretch your body as big as you can; now make your body as small as you can”, “move through general space on hands and feet staying low to the floor – move forward, backward, sideways”).

• Recognize and respond to movement vocabulary (e.g., personal space, general space, balance, high, zig-zag).


• Make sure to tell the students where to go and what to do when they enter the gym. This avoids confusion and disruptions.

• While moving in the gym, remind the students of personal and general space (may want to use a bubble reference).

• Use a signal to have the students freeze or go. (whistle) • Use student volunteers to help create the movements. Help the students out if needed.

Learning Plan

Set:

• Gather the students on the black circle in the gym to begin. • Begin with some stretches on the floor or standing. • Gather the students along the wall on one side of the gym. • Remind them of some of the dinosaurs we have been learning about.

Ask: What do they look like? What do you think they move like?

• Provide informational suggestions as to how to move like different dinosaurs (i.e. A T-rex takes really big steps, a raptor runs really fast, a Brontosaurus stretches really tall, a Triceratops moves really slow.

• Have the students cross the gym moving like dinosaurs to warm up. Development:

• Gather the students back to the centre circle. Ask: What do dinosaurs eat? Plants, leaves, meat, other animals, etc.

• Tell students that some dinosaurs liked to eat dinosaur eggs. They would carefully sneak into a dinosaur nest and steal their eggs!

• Explain that we will be playing a game where we are dinosaurs stealing eggs from other dinosaurs.

• Have the students wait around the circle as you get the equipment out (hoola hoops, one ball for each student)

• Separate the students into 4 teams. Each of the 4 teams is a dinosaur family and they each have a nest (hoola hoop) with eggs (balls) in it. When I blow the whistle, the teams/families must go to other nests and steal their eggs and bring them back to their own next.

A few important rules:

1. No guarding your nest. 2. The eggs must be take from inside the next and NOT from another dinosaurs hands. 3. A dinosaur can only take ONE egg at one time. 4. Be careful! No running, pushing, shoving, etc. AND don’t get mad during the game, it is

just for fun! • First have the dinosaurs carry the eggs from one nest to another. Then have them roll it.

Lastly, have them bounce it. Be creative. Switching up this game keeps the students engaged.

• Blow the whistle to stop the game. Have the dinosaurs go back to their own nests. Count how many eggs they were able to steal.

• You can have a winner if you want or just play for fun. Closure:

• Have the students help put away the equipment. Each student takes 1 ball so there is no arguing.

• Gather the students around the circle again. Wait until they are sitting quietly. Ask if they had fun play the game. What was their favourite part? Take a few answers.

• Say the snack prayer. • Line up at the door to return the class.

Materials:

• Hoola hoops (4 different colours) • Balls (enough for one per child) • Whistle

Resources:

N/A

Dinosaurs Unit: Dinosaurs: What if the Dinosaurs Still Roamed the Earth? Teacher: Seanna Puszkar Grade: Kindergarten


Outcomes: CRK.3


CRK. 4

Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them.

CCK.1

Compose and create various visual, multimedia, oral, and written texts that explore and present thoughts, ideas, and experiences.

CCK.3

Create messages using a combination of pictures, symbols, and letters.

Indicators:

• Satisfy natural curiosity by engaging in inquiry:

-Wonder about new ideas and observations

-Discuss personal knowledge of a topic and ask questions to satisfy personal curiosity and information needs.


• Follow simple directions correctly and independently and remember instructions given earlier.



• Relate personal experiences, and represent responses through drama, physical movement, music, drawings, and models

• Contribute ideas and experiences and consider the ideas of others.

• Use language cues and conventions to construct and communicate meaning when speaking

-tell or dramatize stories using own words and appropriate gestures (textual) -use various tools and techniques to represent ideas (other cues and conventions)



ideas for the activity later. • Clearly explain the activity they will be doing at their tables, providing a visual example. • Have materials for the activity set up at the tables before the lesson begins. • I will ensure there are enough materials, and extra, for all of the students to effectively

complete their activity. • I will walk around the room to ensure that everyone is on task and assist any students

needing help. Take notes and pictures of the activity to document. Learning Plan

Set:

• Gather students on the carpet. Ask: What would happen if the dinosaurs came back? Brainstorm ideas. What things would change? What would be different? What would happen to us?

Read the story: If the Dinosaurs Came Back by Bernard Most

Development:

Talk about the ideas in the book and come up with additional ideas. Record ideas on white board.

Create a book about what would happen if the dinosaurs came back.

Each student will create a page of what they think would happen if the dinosaurs came back. Students will receive templates that that space for a picture and say: If the dinosaurs came back _________.

Help students write their idea in the blank.

Students will represent their idea visually on their page in any way they wish.

If students struggle with getting started have them revisit the ideas recorded on the chart paper.

Closure:

• Assemble the book and read it aloud to the class another day. • Place the book in the classroom reading centre for the students to enjoy.

Materials:

• Book: If the Dinosaurs Came Back by B. Most Resources:

Book: If the Dinosaurs Came Back by B. Most

If the dinosaurs came back

Dinosaurs Unit: Dinosaurs: Field Trip to the Museum Teacher: Seanna Puszkar Grade: Kindergarten

Instructional Strategies: Direct, Interactive, Experiential, Indirect, Independent

Outcomes: LTK.1

Examine observable characteristics of plants, animals, and people in their local environment.

Indicators:


• Identify similarities and differences in observable characteristics among different plants, among different animals, and among different people.

• Develop an appreciation and sense of respect for the dinosaurs.

• Seek out information about the observable characteristics of plants, animals, and people from a variety of sources, such as family members, friends, Elders, knowledge keepers, and scientists


• Go over the rules and expectations of the field trip before we leave. Remind them again when we arrive at the museum.

• Brainstorm questions the student could ask while at the museum. • Make sure there is one adult leading the children on and off the bus at the beginning of the

line and one adult at the end of the line. This ensures there is no one left behind.. • Take a head count before we get on the bus, while on the bus, and after getting off of the

bus. Learning Plan

Set:

• Gather the students onto the carpet. • Go through the daily schedule and explain how this day is a special day.

Ask: Does anyone know what is happening today? Where are we going?

Ask: Has anyone ever been to the museum before? Why do you think we are going to the museum?

• Explain some of the things we will see and do at the museum. Remind the students of some information about dinosaurs, fossils, etc.

• Talk about rules. Tell students to think about some of the rules in our classroom. Ask: Can we think of some rules that our class will have to follow at the museum?

• Brainstorm some rules. Tell the students of some other essential rules if they do not think of them: No running No yelling No touching the displays Be respectful and polite Ask questions (raise hand) Have fun

• Encourage students to ask questions at the museum. Brainstorm some questions we could ask at the museum.

• Have the students get ready to and line up at the door to get on the bus. Remind students of rules of the bus.

Development:

• Guided tour of the museum. • Ask questions related to the things the class has been learning about in their exploration of

dinosaurs to encourage students’ curiosity and application of knowledge. Closure:

• Have a discussion of some of the things we saw or did at the museum. Ask: What was your favourite part of our trip to the museum.

• On the board brainstorm some things that the class has learned about dinosaurs. • These ideas can be from the museum or from other lessons in class. • Have the students draw a picture of their favourite part of the museum trip. Write a

caption under the picture quoting the students’ favourite part. Materials:

N/A

Resources:

http://www.royalsaskmuseum.ca/education/education_programs.shtml

Dinosaur Songs and Brain Breaks:

I'm a Mean Old Dinosaur (Tune: I'm a little Tea Pot)

I'm a mean old Dinosaur (Make a mean face, the kids make the cutest mean faces) Big and Tall (Gesture hands big and tall ) Here is my tail, here is my claw. (Gesture hands behind your back for tail and make claw hands) When I get all hungry (rub your tummy) I just growl (have the kids exaggerate the grrroooowwwlll) Look out kids I'm on the prowl. (Here I tickle each one of the tummy and they all giggle)

Dinosaurs Linda M. shares this action poem by Nancy Klein. Spread your arms, way out wide, Fly like a Pteranodon, soar and glide. Bend to the floor, head down low, Move like Stegosaurus, long ago. Reach up tall, try to be As tall as Apatosaurus eating on a tree. Using your claws, grumble and growl Just like Tyrannosaurus on the prowl. Rhyme: Dinosaurs Subtracting Numbers Five enormous dinosaurs Letting out a roar-- One went away, and Then there were four. Four enormous dinosaurs Crashing down a tree-- One went away, and Then there were three. Three enormous dinosaurs Eating tiger stew-- One went away, and Then there were two.

Two enormous dinosaurs Trying to run-- One ran away, and then there was one. One enormous dinosaur, Afraid to be a hero-- He went away, and Then there was zero. Dino Ditty Do (to the tune of Do Wah Ditty Diddy) Here he comes just a stomping with his feet Singing "dino ditty, ditty dum, ditty do." Searching all round for something good to eat, Singing "dino ditty, ditty dum ditty do." He's huge, (He's huge), He's strong, (He's strong.) He's huge, he's strong, won't be hungry very long. "dino ditty, ditty dum , ditty do." "dino ditty, ditty dum, ditty do." Dinosaur Action Song (to the tune of "This Old Man") Dinosaur, touch the floor Shake your tail and give a roar (refrain): You're the finest looking dinosaur that I have ever seen. Please come sing and dance with me. Dinosaur, show me four, turn around and face the door (repeat refrain) Dinosaur, stretch once more, go to sleep, but please don't roar. (repeat refrain) Big Dinosaurs The first big dinosaur went stomp, stomp, stomp I said to the first dinosaur, "Stop, stop, stop!" The second big dinosaur went run, run, run, I said to the second dinosaur, "Fun, fun, fun!" The third big dinosaur went thump, thump, thump. I said to the third dinosaur, "Jump, jump, jump!

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