FOSSILS IN OUR BACKYARD
The Australian Age of Dinosaurs Museum is located in Outback Queensland just outside the tiny town of Winton. This virtual excursion is held in the most productive Fossil Preparation Laboratory in the Southern Hemisphere and includes real dinosaur fossils! Our presenters are experienced tour guides, amateur palaeontologists/ geologists and natural history enthusiasts, so feel free to encourage your students to ask as many questions as possible.
PROGRAM DESCRIPTION
In this session your students will gain insight into Australian dinosaurs, the age they lived in and the causes surrounding their global extinction over 65 million years ago. In this session your students will gain insight into Australian dinosaurs, the age they lived in and the causes surrounding their global extinction over 65 million years ago.
This tour introduces students to the science of palaeontology and to different dinosaurs that lived in ancient Australia. The virtual excursion will explore different curriculum concept like carnivores and herbivores, predators and prey, plants and the ancient environment. After the tour there will be lots of time for questions with our dinosaur experts!
Runtime: 60 minutes
Cost: $150 AUD
|
TIME |
DESCRIPTION |
TEACHER NOTES |
|
Before session, 5 - 10 minutes |
Audio Visual Check |
Teacher to adjust video conferencing camera and microphone to ensure the whole class is visible and audible We will be asking questions through the session |
|
0 - 5 minutes |
Introduction and Laboratory tour |
We will do a tour of the Lab. We will be asking students to name Australian dinosaurs and if they can identify any images on display. We will also define some terms. |
|
5 - 20 minutes |
Enter the Mesozoic Era |
After discussing the age that dinosaurs lived, students will be asked to walk back through time. |
|
20 - 40 minutes |
Dinosaur characteristics |
Using real dinosaur fossils to explain the unique features of dinosaurs (including the holotype fossils of Diamantinsaurus, Australovenator and Savannasaurus) students will participate in a quiz show called: “Show me the dinosaur!” Teachers to facilitate game show |
|
40 - 60 minutes |
Discussion, brainstorming, questions and conclusion |
Sum up the learning outcomes and commence a critical discussion on extinction and its causes. Teacher to facilitate discussion and brain storming the possible reasons for extinction. |
INFORMATION TO ASSIST FACILITATED ACTIVITY
MATERIALS REQUIRED FOR SESSION
A4 blank paper sheet (two per student)
SAFETY CONSIDERATIONS
N/A
TIPS AND TRICKS
Try to become familiar with the discussed Australian dinosaurs before the workshop as this will make facilitation much easier.
LEARNING OUTCOMES
Students will:
• recognise a variety of dinosaurs and learn about the characteristics that make them unique
• learn about the age of the earth, the Mesozoic Era and humans
• explore the different concepts related to dinosaurs, such as: a. carnivores and herbivores b. predators and prey; attack and defense c. eggs, babies and parental care d. herds and packs e. ancient environment
• consider the causes of the extinction event that wiped out dinosaur and come to their own conclusions based on the evidencen To understand what group of animals dinosaurs belong to.n To discuss whether dinosaurs are still living today and if not, how long ago did they live.
PRE-VISIT ACTIVITIES
Listed below are some optional activities in no particular order, to further your students’ learning.
Activity 1:
POST VISIT ACTIVITIES
Listed below are some optional activities in no particular order, to further your students’ learning.
Activity 1:
CURRICULUM LINKS
SCIENCE, Australian National Curriculum
STRAND: SCIENCE UNDERSTANDING
| YEAR | BIOLOGICAL SCIENCES |
| Year 1 | • Living things have a variety of external features (ACSSU017) • Living things live in different places where their needs are met (ACSSU211) |
| Year 2 | • Living things grow, change and have offspring similar to themselves (ACSSU030) |
| Year 3 | • Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) |
| Year 4 | • Living things depend on each other and the environment to survive (ACSSU073) |
| Year 5 | • Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) |
| Year 7 | • Classification helps organise the diverse group of organisms (ACSSU111) |
STRAND: SCIENCE INQUIRY SKILLS
| YEAR | QUESTIONING AND PREDICTING |
| Year 5 | • With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231) |
| Year 6 | • With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232) |
| Year 7 | • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124) |
| YEAR | PLANNING AND CONDUCTING |
| Year 1 | • Participate in guided investigations to explore and answer questions (ACSIS025) |
| Year 2 | • Participate in guided investigations to explore and answer questions (ACSIS038) |
| Year 3 | • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054) |
| Year 4 | • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065) |
| Year 6 | • Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103) |
| Year 7 | • Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125) |
SCIENCE, NSW Syllabuses K-10
| YEAR | OUTCOMES, A STUDENT... |
| Year K | • identifies the basic needs of living things (STe-8NE) |
| Year 1 | • describes external features, changes in and growth of living things (ST1-10LW) |
| Year 2 | • describes external features, changes in and growth of living things (ST1-10LW) |
| Year 3 | • describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features (ST2-10LW) • investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken (ST2-4WS) |
| Year 4 | • describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features (ST2-10LW) • investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken (ST2-4WS) |
| Year 5 | • describes how structural features and other adaptations of living things help them to survive in their environment (ST3-10LW). |
| Year 6 | • describes how structural features and other adaptations of living things help them to survive in their environment (ST3-10LW). |
| Year 7 | • explains how new biological evidence changes people’s understanding of the world (SC4-14LW) • relates the structure and function of living things to their classification, survival and reproduction (SC4-14LW) |