DINOSAUR FOSSIL HANDS-ON PROJECT

THE SANTA MONICA MUSEUM OF
NATURAL HISTORY
DINOSAUR FOSSIL HANDS-ON PROJECT

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OVERVIEW

Participants will get the chance to touch and identify dinosaur bone fragments and other fossilized remains from other species of the Mesozoic Era.

MATERIALS

Fossil fragments including: dinosaur bones and remains, amber, petrified wood, mollusks
Replicas of dinosaurs
Pictures of dinosaurs, petrified wood, and amber
Diagrams of dinosaur bone structure
Magnifying glasses
Rulers
Microscope(s)
Slides
Lens paper
Fossil identification labels
Stapler
Tape and/or glue
Pens, markers, pencils, and/or crayons
Construction paper
Flat small trays for specimens
Instructor's Fossil List ditto
Sign Out List dittos
Budapest hotelsFossil Identification dittos
Paleontologist's Log Book slips

BACKGROUND INFORMATION

See Dinosaur Fossil Identification Presentation for dinosaur information. See Fossil Identification Presentation for fossil explanation and definitions. Many forms of life flourished during the Mesozoic Era (250-65 million years ago). Different types of trees emerged during this Era, and in several regions of the globe, some trees were preserved as petrified wood. Petrified wood is formed when minerals present in the matrix, (the material directly surrounding an object), replace, cell-by-cell, the original organic material in the wood.. This process is known as replacement, or permineralization.

Another fossil to be used for this project is amber. Amber is tree-sapthat has fossilized. Tree sap is used today to make maple syrup. The sap's sweet smell attracts bugs and insects, these animals get stuck in the sticky resin and are trapped when the sap hardens. Many other things can get trapped in amber, remains from plants and dirt can be blown into the tree sap. Sometimes pockets of air and water get trapped in amber due to how the amber flows and cools. Amber is an excellent indicator of fossil history. Unlike most plant and animal remains, amber has a high tolerance of decomposition and erosion. Most fossil remains are incomplete; bones can be scattered around a large area or found piled among many other remains. With amber, a specimen can be perfectly preserved. This greatly helps geologist identify a particular specimen.

ACTIVITIES

Instructor Preparation

Depending on the group size and amount of specimens, arrange the trays with one or two of each fossil. In each tray place identification labels for each specimen. Be sure to include in each label the fossil's scientific name, common name, age, and where it was found. Set out the magnifying glasses and rulers with the trays. If you use a microscope for this project, have the slides already preparedand optics focused. Set aside, for easy access, Fossil Identification dittos and all other paper and supplies. Use the Instructor's Fossil List by writing down how many fossils are to be used. If resources are available, set up a display of animal replicas, diagrams, and pictures. This will give students the chance to see what the fossils looked like when they existed on our Earth.

Presentation and Procedure

1. Ask the students what they know about fossils and dinosaurs.

2. Give a scientific definition about fossils and dinosaurs.

3. Divide participants into groups of 2-5 people each.

4. Before passing out the trays, review with the groups the rules of lab safety and specimen care. Note: Do not let participants walk around with specimens. Specimens are to be kept at the assigned tables. If someone from another group wants to see another group's fossils, then they can move from table to table (if time permits).

5. Depending on the age or responsibility level of a group, have each group sign out the trays (use Sign Out List dittos).

6. Let the students have a chance to look and study each fossil using magnifying glasses and rulers. Note: Take an active role in this demonstration by answering questions and making sure everyone has a chance to see each specimen. Point out what bone marrow looks like and show the individual insects in the amber.

7. For younger children ages 2-4 and for short time periodpresentations, this project ends. Note: Make sure all specimens are collected and accounted for. Verify everything with the Sign Out List dittos. (Let students look through the microscope as they walk out the door.)

8. Pass out the Fossil Identification dittos, two to each student, if participants finish the two dittos then pass out new dittos one at a time.

9. Using crayons, markers, pens, pencils, and rulers, students have the chance to measure and draw what each fossil looks like. Have each student write the fossil information down using the labels as reference. Help younger children write the information down. Note: For older students ages 11 and up, have the students identify each part within the fossil by drawing lines pointing to individual structures and writing the body part name down.

10. For children ages 5-10 have them create their own Paleontologist's Log Book. Take the Fossil Identification dittos and place them in between two pieces of construction paper and staple it all together like a book. Let the children write their name on the Paleontologist's Log Book slips. Glue, tape, or staple the slips on the cover of the book. If time permits, let the children draw fossilson the cover.

discount hotels in Hamburg11. Collect all materials used and verify that each fossil has been returned.

12. If you have a microscope, explain the importance of using microscopes for geological purposes. Note: Microscopes help geologists by giving a closer view of a particular fossil or mineral. Microscopes can show more definition of a fossil's bone structure and clearly show differences in mineral's geometric shape. (See Mineral Identification Hands-on Microscope Project for more information.)

13. Let the students see through the microscope one at a time, while explaining the different parts of the specimen. Small bone fragments and amber with insects works well for this project. Note: Clean the lens with lens paper each time a person looks through the microscope.

14. If time permits, let the students draw and identify the specific parts of the fossil on the slide.

15. If this project accompanies the Dinosaur Fossil Identification Project, and time permits, then have the group draw diagrams on the Fossil Identification dittos of the other fossils on display.