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Introduction Thank you for booking a ‘Dinosaur Detectives’ session at the Manchester Museum.
At a glance
Duration: 2 hours
Level: Key Stage 2
NC Links: Science: Working Scientifically, Evolution and Inheritance (fossils), Animals
including Humans (teeth)
Session content
Pupils will discover how fossils provide palaeontologists with clues about life on earth millions of years
ago. The class will learn how to ‘think like palaeontologists’ as they investigate a selection of fossils from
the Museum’s collection. Once they have completed their palaeontological training, the class will be
asked to help us to solve a dinosaur murder mystery. Working in groups, the class will gather evidence
from the crime scene and investigate a selection of suspects to figure out who dunnit!
Session aims
The overall aim of the session is to provide school groups with an opportunity to develop and apply their
scientific enquiry skills in the unique setting of the Manchester Museum. This session involves real
object handling, problem solving and a creative thinking element that focuses on the popular theme of
dinosaurs. Through both object-based activities and gallery tasks, pupils will:
• Develop their scientific enquiry and investigative skills.
• Learn how to interpret fossil evidence.
• Gather evidence to solve a prehistoric Murder Mystery, and present their findings to the class.
How to use this pack
These resources have been designed to integrate the Museum session into a larger scheme of work. To
get the most from your visit it is suggested that you read the pack before you visit as it contains basic
information on the structure of your visit as well as preparatory work that should be completed prior to
the session.
FYI: important information that will help you to plan your visit (see: ‘itinerary’ and ‘before you arrive’).
Prep: information and activities to prepare pupils for the visit (see: ‘object handling’ and ‘facts and
myths) and the session (see: ‘glossary’ and ‘fossilisation’).
After: activities and resources to help you build on pupils’ work back in the classroom (see: ‘story
maps’, ‘the story’, ‘the map’, ‘the cast’, ‘footprint stamps’, ‘investigating tracks’ & ‘useful websites’).
The Primary Learning Coordinator is available to discuss any questions or concerns
that you may have regarding the session. Please feel free to get in touch: either by
email: [email protected], or on the phone 0161 275 7357. We are
also happy to meet with teachers: why not pop in for a chat and a chance to check
out the facilities (contact Amy to arrange an appointment)?
FYI: itinerary This interactive session is led by a museum scientist, and combines object handling in the Discovery
Centre with work investigative work on the Fossils gallery.
Training in the Discovery Centre
Introducing
fossils
The session begins in the discovery centre where pupils will investigate a
number of fossils from the Museum’s collections. Pupils will work in groups to
look for clues about each object before feeding back their interpretations to
the class.
Thinking like a
palaeontologist
Still in the Discovery Centre, the class will learn that interpretations should be
based on a series of basic questions, rather than just an answer. Pupils will
learn how to think like a palaeontologist.
Fossils Gallery
The crime scene
Having completed the training programme, pupils will be asked to help solve
a prehistoric murder mystery.
Children will visit a “crime scene” where they will work in their groups to
gather the relevant evidence that they will need to solve the crime.
Solving the mystery (who dunnit?)
The suspects
Back in the discovery centre, and following a brief recap of the crime scene,
pupils will be introduced to five suspects. Working in their groups, pupils will
find out more about each suspect by interpreting specimens, diagrams and
other information.
The story
Children will finally be asked to decide which suspect they think is guilty. Each
group will be given a short amount of time to prepare and present a story
that explains who did it, why and how.
Please note: The emphasis that is placed on each of these elements will vary according to the age group, ability
and interests of the class. However, if you arrive at the museum late, it may unfortunately be necessary to cut
certain elements out of the session.
FYI: before you arrive The following details will help you to prepare for your museum visit.
Class size and numbers
We are able to accommodate a maximum of 32 pupils per session and can offer a maximum of two
sessions per day. Each session requires a minimum of 4 adult helpers* to accompany the group.
Please be advised that if a school does not bring 4 adults with the class, we will not be able to offer the
full range of activities. If you have any questions about group numbers and adult supervision, please
don’t hesitate to contact our bookings co-ordinator on 0161 275 2630.
* Adult helpers will work closely with their groups throughout the session. Therefore, we recommend that you
bring 4 adults in addition to the teacher (i.e. class teacher + 4 adult helpers per group) in order to allow the class
teacher to ‘float’ around the groups, take photographs and support the class as a whole.
To do before you arrive
During the session, the class will be required to work in 4 smaller groups. In order to save time on the
day, please split your class into 4 groups and allocate each group an adult helper* before you arrive.
*IMPORTANT: The session relies heavily on the involvement of the adult helpers. Adult helpers will be asked to remain with
their groups throughout the session and should be prepared to both support and actively engage with pupils.
If you are spending time exploring the museum either before or after your session, you may be asked to
avoid visiting certain galleries at certain times.** To help you explore your topic, you may want to make
use of our on-gallery resources: www.museum.manchester.ac.uk/learning/resources/
** Please contact the bookings officer to check the availability of the Fossils Gallery: 0161 275 2630.
We find that teachers benefit from visiting the museum prior to the trip. As well as familiarising
yourself with the layout of the museum, it will also give you a chance to plan your free time. The
Primary Learning Coordinator is available to support you in your planning: please contact Debbie
([email protected] / 0161 307 1778) to discuss your trip or to arrange an appointment.
Preparing the class
Whether you decide to book a session at the beginning, middle, or end of your topic, it is useful to equip
your class with some basic background knowledge and terminology before your visit. Although this is
not compulsory, prior knowledge of some key words and concepts will provide pupils with some context
for the tasks that they complete during the session.
• While the object handling rules will be explained during your session, it is useful (and saves time) if
pupils are familiar with the information and guidelines outlined on the ‘object handling’ sheet.
• The ‘facts and myths’ sheet provides you with some useful information about dinosaurs.
• It is useful if pupils are familiar with the key words and concepts that
are listed in the ’glossary’.
• Pupils will also benefit from a basic understanding of the fossilisation
process (see: ‘fossilisation’ sheet).
Prep: object handling During the session, pupils will handle and investigate various museum objects. There will be an
explanation of the guidelines for handling specimens from your session leader however, it is often useful
to have discussed this before your visit. Rules and reasons
Museums care for objects so that they can be enjoyed and studied in the future as well as today.
Please help us to keep our objects safe by following our object handling rules: these rules are exactly the
same for anyone who handles museum objects, whether they are a school pupil, member of museum
staff, or research specialists.
• Do not lift objects up or carry them around.
Why? Not only are the objects heavy, but they are also fragile so will break if they are dropped. Although
you are allowed to touch the objects, only the session leader is allowed to lift them up (they have had the
necessary training to do this!).
• Keep objects over handling trays / foam sheets at all times.
Why? All objects are placed on handling trays or foam sheets to stop objects from rolling about and to
provide a soft surface if an object is knocked over.
• Take it in turns to touch any small objects.
Why? Not only is it safer for the object, it is also better for the person who is touching the object.
• Always walk over to the object you want to handle; do not reach across other objects or people.
Why? If you reach across you may knock something over.
• Do not bring any food or drink into the Discovery Centre.
Why? Food and drink attract insects and pests that damage the museum’s collections.
• Adults should leave their bags either in the cloakroom or at the side of the room.
Why? Bags on shoulders may knock objects over and damage them. Bags on the floor may pose a trip-
hazard.
• Be alert! Look where you are going and move carefully, slowly and sensibly!
Why? We don’t want you to fall over or knock into anything as this may hurt you or damage an object.
• Study the objects, handle them carefully, and enjoy the fantastic opportunity!
Prep: facts and myths Either before or after the session, you may find it helpful to have some interesting dinosaur facts to tell
the children. Trying to search for factually correct information about dinosaurs is surprisingly difficult as
different sources often provide contradictory information. To avoid confusion, we have put together a
list of our top five dinosaur facts and some of the more common myths about dinosaurs.
Top 5 Dino-Facts
1. The oldest dinosaur types are known from rocks in Argentina and Brazil and are about 230 million
years old. The most primitive of these types, Eoraptor, was a small meat-eating dinosaur. Because
Eoraptor's skeleton shows some advanced skeletal features, older dinosaurs may yet be found.
2. The largest complete dinosaur skeleton comes from Brachiosaurus which grew up to 23 m in length
and 12 m in height (about the length of two large school buses and the height of a four-story
building). Bits of leg and back bone belonging to dinosaurs such as Argentinasaurus and
Amphicoelias suggest that some dinosaurs that may have been twice the size of Brachiosaurus but
the exact size is not known because no complete skeleton has been found.
3. The smallest dinosaurs were just slightly larger than a chicken; Compsognathus ("pretty jaw") was
1m (3 ft) long and probably weighed about 2.5 kg (about 6.5 lb).
4. Over 950 species of dinosaur have been named
5. About 50 types of dinosaurs have now been found in the British Isles and most of these come from
rocks in the South of England
Top 5 Dino-Myths
1. Dinosaurs did not fly or swim; they lived on land and did not have either wings or flippers.
Ichthyosaurs and plesiosaurs were not dinosaurs, they were marine reptiles. Pterosaurs were not
dinosaurs, they were flying reptiles
2. Dinosaurs and humans did not live at the same time, there was a gap of around 64 million years
between the extinction of dinosaurs and the emergence of humans.
3. Dinosaurs did not all live at the same time. Stegosaurus had already been extinct for around 80
million years before Tyrannosaurus rex appeared.
4. We do not know what colour dinosaurs were. Direct fossil evidence for dinosaur skin colour is
unknown. Palaeontologists think that some dinosaurs likely had protective coloration, such as pale
undersides to reduce shadows, irregular colour patterns ("camouflage") to make them less visible in
vegetation, and so on. Most dinosaurs probably were as brightly coloured as modern lizards, snakes,
or birds.
5. Dinosaurs do not represent failure; dinosaurs ruled the earth for longer than any other land animal
(around 150 million years) and also gave rise to the birds.
Prep: glossary Throughout the Dinosaur Detectives session a number of terms will be used. To gain the most from the
session, children should be familiar with some key terms before they arrive.
Key words
Detective
A detective is someone who investigates mysteries and solves puzzles using evidence and clues that
they have obtained using particular skills and methods.
Dinosaur
Dinosaurs lived between 251 and 65 million years ago but are now extinct. Dinosaurs were reptiles
that lived on land and, like mammals, walked with their legs directly beneath them.
Fossil
Fossils are remains or evidence of animals and plants that are over 10,000 years old. To become a
fossil you must be buried shortly after you die, before you break up or rot and decay. Soft parts such
as eyes, skin and hair rarely become fossilised because they rot so easily. Hard parts such as teeth,
shells and bones are more likely to become fossils because they take longer to rot. There are 2 types
of fossils:
Body fossils are the fossilised remains of ancient life such as bones, teeth and shells. Body fossils were once
part of an animal or plant.
Trace fossils are the fossilised evidence left behind by animals, such as footprints, bite marks, burrows, eggs
and droppings. Trace fossils were never part of the animal but were made by them.
Palaeontologist (pale-ee-on-toll-lodge-ist)
A palaeontologist is someone who studies fossils. Palaeontologists use fossils to find out what life
was like millions and millions of years ago. Everything that we know about ancient life has been
discovered by palaeontologists. A palaeontologist should not be confused with a geologist or an
archaeologist…
A geologist is someone who studies rocks, minerals and fossils. They use all of these as clues to find out what
Earth was like millions of years ago.
An archaeologist is someone who studies the material remains of past human life to find out how people lived
in the past.
Specimen
A specimen is an example of a plant or animal that scientists study. Museums contain lots of
specimens; for example there are over 4 million specimens (such as rocks, minerals and fossils) in the
Manchester Museum.
Suspect
A suspect is somebody who is thought to be guilty of a crime.
Victim
The victim is somebody who has been affected by a crime.
Witness
A witness is somebody who was present at the time of a crime and
who saw what happened.
Prep: fossilisation Most fossils form when a layer of mud or sand covers an organism shortly after death. Hard parts such
as teeth, bones, and shells are more likely to become fossilised because they are stronger and take
longer to rot. Soft parts such as eyes, skin and hair rarely become fossilised because they quickly rot,
decay, or break up. Other types of preservation occur when creatures are totally encased in material
such as ice (e.g. frozen mammoths), tree sap (e.g. insects in amber) or tar (e.g. sabre toothed tigers in
tar pits). To help pupils to understand the fossilisation process, you may find the following activities and
resources useful.
Rot or not?
A useful and familiar starting point for understanding the fossilisation process is to think about everyday
materials and whether they ‘rot or not’.
This lesson plan provides detailed instructions to help your class to carry out an experiment in order to
discover the factors that influence decay rates: www.stopwaste.org/docs/schools/Lesson17.pdf
These two websites contain information about how long it takes everyday materials to rot:
www.greenecoservices.com/how-long-does-it-take-for-trash-to-biodegrade/
Online activities and lessons
A basic introduction to the fossilisation process from Oxford University Museum:
www.oum.ox.ac.uk/thezone/fossils/intro/form.htm
A simple activity to explore some of the characteristics and different types of fossils:
http://www.earthlearningidea.com/PDF/What_is_a_fossil.pdf
UCMP Berkeley’s detailed introduction to fossils and fossilisation, addressing the following: What is a
fossil / the fossil record? How do creatures become fossils? What factors increase / decrease the
chances of fossilisation? Why certain organisms don’t become fossils.
www.ucmp.berkeley.edu/education/explorations/tours/fossil/5to8/Intro.html
Two very useful activities to help pupils to understand the fossilisation process and its impacts on what
we know about life in the past: www.ucmp.berkeley.edu/fosrec/Breithaupt2.html
An activity that will get the class thinking about fossilisation in the context of themselves:
www.earthlearningidea.com/PDF/50_How_could_I_be_fossilised.pdf
After: story maps
After the session, you may wish to ask the class to write a story to describe what they think happened to
the victim. You may also want to extend this work using the following activities.
Making tracks
Resources:
Stories (see: ’the story’), large A3 maps (see: ‘the map’), footprint stamps (see: ‘the cast’ and ‘footprint
stamps’), inkpads for each pupil / group
Instructions:
Read the story to the class and then hand out copies maps and copies of the story. Using the footprint
stamps and inkpads, ask pupils to stamp each dinosaur’s movements on the map to make a visual record
of the story.
Discussions:
Q: How can you tell if a dinosaur walked on two legs or four legs?
A: Two legs = footprints all the same shape / Four legs = two shapes of footprint
Q: Which dinosaurs were carnivores and which were herbivores? How do we know?
A: Carnivorous dinosaurs only walked on two legs, so all four-legged dinosaurs were herbivores. We
know that Terry, Agnes and Angie were carnivores because they were hunting other dinosaurs for food.
Trish, Brenda and Pete were all herbivores because they walked on four legs.
Making stories
Resources
Maps (see: ‘the map’), footprint stamps (see: ‘the cast’ and ‘footprint stamps’), inkpads
Instructions
Ask pupils to stamp out some tracks on the map that tell their own story.
Using the landmarks on their maps as a reference, pupils can write up their own stories to explain the
tracks.
Discussions:
Q: Is this an exact science? Do all interpretations reach the same conclusions or do people read the
evidence in different ways? Why?
A: Pupils should find that their original stories are different to those of their classmates, despite both
being based on the same evidence. People interpret tracks in different ways because, rather than being
an exact science, footprint interpretation requires guesswork!
Q: Do we know for sure that the tracks tell a certain story?
A: After writing their stories, ask pupils to let a fellow pupil write a story to explain their tracks.
You should find that the similarities will be based on the factual evidence
(such as direction and landmarks), whereas differences will highlight areas
where evidence is missing (e.g. speed of locomotion and reasons for
movement).
After: the story
The following story is about 6 dinosaurs as they move around the Cretaceous landscape.
A dinosaur story
It was a hot, sunny day. Terry the Tyrannosaurus loved the sun, but for some reason, it seemed to make
him even hungrier. Making his way west from the Conifer Forest towards the river, Terry’s stomach
growled.
The rumbling grumbling belly growl was so loud that it woke up
Trish the Triceratops, who had been perfectly happy sleeping
amongst the cycads before being so rudely awakened.
“What was that?” muttered Trish “It must be that volcano again,” she thought.
“Now that I’m awake I may as well wander down to the swamp and have a wallow in the cool water”
So Trish set off, slowly plodding north along the riverbank towards the lake, totally
unaware of Terry who was lurking between the ferns on the edge of Little Pond.
By now Terry was extremely hungry, and decided to spring a surprise attack on the
unfortunate Triceratops and eat Trish for dinner. Terry remembered that the Trish
liked to sit in the swamp when it was warm, so decided to walk anticlockwise around
the lake, past the Horsetail Meadow, and then jump out on Trish by the Deep Pond
as she made her way to the swamp.
“Mmm, food” thought Terry.
Passing the volcano, Terry’s dinner came back into sight, but unable to control his excitement, Terry’s
stomach once again made the hugest rumble. Trish had nearly reached the edge of the beach when she
was startled by the loud rumbling noise.
“It sounds like that volcano might erupt again”, she thought to herself.
Trish was just about to carry on walking when, to her horror, she spotted
Terry.
“Aaaah!” yelled Trish before leaping across the river and making a dash around
the northern edge of the Deep Pond towards the swamp.
Luckily for the Triceratops, Terry had been just as surprised by the noise, and
was so distracted that he didn’t even notice that his dinner had escaped!
So loud was the rumble, that it even startled Angie the Albertosaurus, who
was known to have bad hearing. Angie had been basking in the sun with her
sister Agnes, on the eastern slopes of the Little Hill.
Guessing that the rumble had come from the volcano, the two Albertosaurs
decided to investigate and wandered up past the Gingko patch and east
across the river towards the volcano.
Arriving at the volcano, Angie and Agnes were
surprised to bump into their friend Terry, so
asked what he was doing.
the story continues…
“Hello. I’m just trying to find some dinner, I’m ever so hungry” moaned Terry
“We just heard the volcano again, so we decided to come and check it out,” said Agnes.
“Oh, um, no. Well, um. No. That was my stomach making the noise,” explained Terry, very embarrassed.
“Oh, wow! You must be hungry!” laughed Agnes, who suddenly had a brilliant idea:
“Lets go to the swamp where all the vegetarians go to cool down. Then we can all have some dinner!”
So the three dinosaurs ran off north, past the Deep Pond and towards the
swamp where Trish was happily wallowing. With their dinner in sight, the
terrible trio entered the marsh.
“Aaah, I’m sinking,” cried Agnes, as they waded into the muddy water “We’re
going to have to turn back before we get stuck and sink. If we sink then we’ll
never get any dinner!”
Agnes had made a very good point, and Angie and Terry had not even noticed
that they were sinking!
“Why don’t we go west towards the river mouth, I’ve been told that those two Ankylosaurs, Brenda and
Pete often spend time on the beach; fancy a bit of meaty Ankylosaurus for tea?” suggested Angie
“That seems like a good idea,” said Terry as he slowly dragged himself
out of the mud.
So the three muddy dinosaurs plodded along, passing the northern edge
of the Deep Pond to arrive on the beach. Terry was most disappointed
to find that Brenda and Pete were nowhere to be seen.
“Oh no! Where are they?” wailed Terry “I’m so hungry!”
“Why don’t we follow their footprints? Look, you can see them over there on the other side of the river
by the Big Rocks. It looks like they headed off along the coast,” said Angie, setting of west.
“Hmmmm” thought Terry, who was starting to think that he might have been
better off without his two companions. “I know that Angie and Agnes are my
friends, but I’m ever so hungry. Agnes is a bit meatier than Angie and I think she
would make a better meal. Mmmm. I’m sure Angie wouldn’t mind…”
Unaware of Terry’s plan and excited by the thought of some dinner, Angie had ran
off ahead of the other two, heading west and wading across the river to pick up the
trail of the two Ankylosaurs. By the time she reached the Big Rocks, Angie noticed
that she was alone.
Looking back to see what was going on, she noticed that Terry was still back by the
river mouth, and Agnes was nowhere to be seen.
“Where did Agnes go?” enquired Angie
“I don’t know,” replied Terry sheepishly, licking his lips “I don’t feel quite so
hungry any more, I think I might head back home”
After: the map
This map locates all of the landmarks and features that are mentioned in the story.
Cretaceous landscape map
After: the cast
This table contains further information about the dinosaurs that are featured in the story.
Dino stats
Dino name Tyrannosaurus Triceratops Ankylosaurus Albertosaurus
Character
name Terry Trish Brenda & Pete Angie & Agnes
Pronounced: Tie-ran-oh-saw-rus Try-serra-tops Any-eye-low-saw-us Albert-oh-saw-us
Vital stats
(mya = million
years ago)
Length: 12m
Time: 68-65 mya
Length: 9m
Time: 67-65 mya
Length: 7.5m
Time: 71- mya
Length: 8.5m
Time: 73-65 mya
Footprint
shape
Footprint stats
Footprint length is approximately
50cm
Footprint length is approximately
50cm
Footprint length is approximately
50cm
Footprint length is approximately
50cm
After: footprint stamps
The following isntructions will help you to create your own set of footprint stamps.
Get stamping!
Photocopy the footprint shapes from the dinosaur fact
file. Cut footprints out and lay them on a piece of foam.
Draw around the footprint shapes onto the
foam and cut them out with scissors or a
craft knife.
Glue footprints in a stepping position
(as illustrated in the dinosaur fact
file), to a small wooden block.
Use an inkpad with the
stamps…
…and get stamping!
After: investigating tracks1
Having made use of evidence from footprints during your session, you may wish to investigate tracks in
more detail in order to carry out some ICT and maths work.
Track-maths
Resources:
Tape measures, calculators, and data table (available in excel here)
Instructions:
Split the class into pairs and ask each pair to measure and record their partner’s foot length, hip height
and height. Ask pupils to carry out the following two calculations:
Height (cm) divided by foot length (cm) = Ratio of foot length to height
Hip height (cm) divided by foot length (cm) = Ratio of foot length to hip height
Gather all of the data and enter it into a table. You can use this data to calculate a class average, to find
out whether the ratios vary for boys/girls, or to use someone’s footprint length (multiplied by average
ratio of foot length to height) to calculate their height or (multiplied by average ratio of foot length to
hip height) to calculate their hip height.
Draw 5 footprints on the board and use this to illustrate the following: step length (which is the distance
between the left and right heel) and stride length (which is the distance between 2 left / right heels).
Explain that they are now going to investigate the relationship between speed, stride length and hip
height.
Measure the stride length of each pupil while walking and while running (this can be done by walking in
a sand pit / wet feet on a dry pavement /painted feet on a roll of paper / counting strides taken for a
known distance) and add this data to your table. Ask pupils to carry out the following two calculations:
Walking stride length (cm) divided by hip height (cm) = relative (walking) speed ratio
Running stride length (cm) divided by hip height (cm) = relative (running) speed ratio
Explain that scientists have carried out this type of experiment on lots of different 2-legged creatures,
and have discovered that if a relative speed ratio is below 2.0 then the animal was walking. If the
relative speed ratio was over 2.9, then the animal was running. As a class, discuss whether or not your
data fits with this observation. Finally, using the data gathered from the whole class, ask pupils to decide
whether the following statements are true or false:
The taller the person, the bigger the foot
The bigger the stride, the slower the movement
The taller the person the bigger the stride
After: investigating tracks2
Having made use of evidence from footprints during your session, you may wish to investigate tracks in
more detail to build on their scientific investigative skills.
Tracks as evidence
Resources
A means of making tracks such as a large sandpit (that can be walked in), a roll / large sheets of paper +
paint / flour or (in summer) a large paved area and a bowl of water.
Optional extras may include a variety of shoes (flip flops) and props (such as a beach ball or football).
Descriptions of scenarios - either your own of the following examples:
Scenario 1: Person A and Person B are walking next to each other, on their way to school. After a while,
they realise that their bus has pulled up at their bus stop, so they run towards the bus stop. By the time
that they reach the bus stop, the bus has started to drive off, so they try to run after the bus. The bus
carries on so Person A and Person B walk back to the bus stop and wait for the next bus.
Scenario 2: Person A, B and C are walking home from school. Person A has a football and is bouncing it
as they walk along. Person A drops the ball and it rolls off. Person A runs after the ball and brings it back
while the other 2 friends carry on walking.
Scenario 3: At the seaside, Person A and Person B (wearing flip flops) are playing catch with a beach ball.
Person A drops the ball and it rolls off. Person C picks it up, brings it over to Person A and asks if they
can join in. They agree so start playing again with Person A, B and C. Person A drops the ball again, and it
rolls off. This time, Person D picks it up, brings it over to Person A and asks if they can join in. They agree
so start playing again (continue until all group members are involved).
Scenario 4: Person A is walking back from school, and doesn’t realise that their friend, Person B, is
following them. Person B creeps up behind Person A, and then jumps out to scare them. Person A
shouts at Person B and then chases Person B back towards school.
Instructions:
Explain that the class will be investigating the following question: How much can we find out from tracks
and footprints and how reliable are they as evidence?
Split into 4 groups and give each group a scenario to re-enact (on either sand / paper / pavement), and
somewhere away from the rest of the class to re-enact it. Provide each group with the required props to
carry out their scenario, and ask pupils to re-enact the scenario, leaving trails behind as they do it.
When all of the groups have created their tracks, work through each set as a class. After asking pupils to
interpret the evidence, compare their interpretations with the original scenarios: return to the
descriptions of each scenario and highlight the details that were preserved in the tracks using a green
pen, and highlight the details that were lost using a red pen.
Ask pupils to use this work to help them to decide whether or not the following could be interpreted
from dinosaur footprints:
Direction that the track maker was travelling; why the track maker was travelling in that direction; the
height of the track maker; whether the track maker ate meat or plants; the presence of the track maker
in a particular place at a particular time; how fast the track maker was
moving; the hip height of the track maker; the colour of the track maker;
whether the track maker lived in a herd; the size of the track maker’s foot.
After: useful websites
The following websites may be of interest.
Websites about being / thinking like a palaeontologist
Smithsonian Museum’s interactive fossil dig
This interactive game introduces pupils to the tools and processes involved in a palaeontological
excavation and fossil preparation.
http://paleobiology.si.edu/dinosaurs/interactives/dig/main.html
National Geographic’s ‘Unpack the Evidence’
This lesson plan builds on the interpretive skills that are introduced during the session, using evidence
contained in a backpack.
http://education.nationalgeographic.com/education/activity/unpack-the-evidence/?ar_a=1
Websites containing reliable information about fossils
The Natural History Museum’s Fantastic fossils
Information about British fossils that is written for interested children.
http://www.nhm.ac.uk/kids-only/earth-space/fantastic-fossils/
The Natural History Museum’s Dino Directory
An online guide to over 300 dinosaurs with reliable data and images:
http://www.nhm.ac.uk/nature-online/life/dinosaurs-other-extinct-creatures/dino-directory/
The Natural History Museum’s Fossil Hunting guide
A fossil hunting guide for children:
http://www.nhm.ac.uk/kids-only/earth-space/fossil-hunting/index.html
…and something fun!
The British Geological Survey’s Prehistoric Puppets
Free colour hand puppets templates to print and make!
http://www.bgs.ac.uk/discoveringGeology/time/puppets/home.html
Fossil Festival Animation
A lovely clay-mation made by pupils from Woodroff School, introducing the fossilization process.
http://www.youtube.com/watch?v=8_JzAE3PWMY
