EDUCATOR GUIDE - Jurassic World: The Exhibition · 2017-10-05 · There are nine main areas in JURASSIC WORLD: THE EXHIBITION. This guide provides essential questions to ask students

EDUCATOR GUIDE

JURASSIC WORLD EDUCATOR GUIDE

Introduction to the Exhibition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

TABLE OF CONTENTS

AREA 100 | Intro Theater . . . . . . . . . 4

Activity: Ethics in Science . . . . . . . . . . . . . . . . 4

Ethics Cards for Ethics in Science | ACTIVITY . . . . . . . . . . . . . . 6

AREA 200 | Welcome . . . . . . . . . . . . 7

Activity: How’s the Climate? . . . . . . . . . . . . . . 7

Climate Classification | WORKSHEET . . . . . . . 12

How’s the Climate | WORKSHEET . . . . . . . . . . 14

Research Notes | WORKSHEET . . . . . . . . . . . . 16

Dinosaur Survival | WORKSHEET . . . . . . . . . . 17

AREA 300 | Gentle Giants Petting Zoo . . . . . . . . . 18

Activity: Whose Scat Is That? . . . . . . . . . . . . . 18

Whose Scat Is That? | WORKSHEET . . . . . . . . 21

AREA 400 | Hammond Creation Center . . . . . . . . . 22

Activity: Whose Blood Is That? . . . . . . . . . . . . 22

Whose Blood Is That? | WORKSHEET . . . . . . . 24

AREA 500 | T . Rex Kingdom Welcome Area . . . . . . 25

Activity: The Fiercest Animal on Earth . . . . . 25

The Fiercest Animal on Earth | WORKSHEET . . 27

AREA 600 | T . Rex Kingdom Feeding Experience . . 28

Activity: My Creature’s Offspring . . . . . . . . . . 28

My Creature’s Offspring | WORKSHEET . . . . . 30

AREA 700 | Gyrosphere Valley . . . . 31

Activity: The Hidden Dinosaur . . . . . . . . . . . . . 31

The Hidden Dinosaur | WORKSHEET . . . . . . . . 33

AREA 800 | Innovation Center . . . . 34

Activity: Preventing Extinction . . . . . . . . . . . . 34

AREA 900 | Scientific Epilogue . . . . 36

Activity: Jurassic World Pre-and Post-Visit Reflection . . . . . . . . . . . . . 36

Jurassic World Pre- and Post-Visit Reflection | WORKSHEET . . . 38

JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2017 | 2

INTRODUCTION TO THE EXHIBITION

Introduction to the ExhibitionWhat would it be like to live in a world where dinosaurs actually roamed free? How would they behave? What

would they do? How would one interact with them? The movie Jurassic World explored these questions and in

JURASSIC WORLD: THE EXHIBITION, students will be able to experience firsthand what it’s like to visit an

island inhabited by these giant creatures. Teachers and students will become completely immersed in scenes

inspired by the film Jurassic World, from taking the ferry to Isla Nublar to visiting a science and innovation

lab as well as getting up close and personal with a T.rex! This exhibition will thrill students and spark their

interestto learn more about how dinosaurs lived, evolved, and the possibility of cloning dinosaurs today!

Visit our website for more information at JurassicWorldTheExhbition.com.

Included in This GuideTo engage with JURASSIC WORLD: THE EXHIBITION, teachers can choose what will best fit students’

needs and interests.

This guide contains:

☞Essential questions to ask students while touring JURASSIC WORLD: THE EXHIBITION.

☞Eight lesson plans with hands-on activities, many of which can be completed at school or

while visiting JURASSIC WORLD: THE EXHIBITION, including:

➢ Debriefing questions to help students reflect on the lessons.

➢ Grade-level lesson adaptations for more or less complexity to allow teachers to modify

activities to all levels.

➢ BONUS NGSS* LESSON: Students make a hypothesis on what types of climates dinosaurs thrived in.

*NGSS: Next Generation Science Standards


Activity NameETHICS IN SCIENCE

OverviewIn this activity, students are given a list of several controversial issues in science and society and are asked

to discuss the pros and cons of each. The goal for this first activity is for students to open their minds and to

think about some of the unintended consequences of our actions.

Cross Cutting ConceptCause and Effect

Materials ListoEthics Cards, student journal

ESSENTIAL QUESTIONS

Why would we want to clone a dinosaur?

What are the pros and cons?

What role do people play in controlling nature?

Are there any limitations to what science should do?

AREA 100 | INTRO THEATER

(Continued on page 5)

The Exhibition There are nine main areas in JURASSIC WORLD: THE EXHIBITION. This guide provides essential questions to ask

students while they visit each area and a lesson that explores and expands on the ideas presented in each.


Procedure | (Continued from page 4)

✔ Complete this activity before going to JURASSIC WORLD: THE EXHIBITION or before leaving the

ferry in the Exhibition.

✔ Ask students if they would clone dinosaurs if they could. Ask students to share some reasons why cloning

dinosaurs is a good idea and some reasons why it isn’t. Record students’ responses on the board.

✔ Put students in pairs, assign one student in each group as a “pro” and one as a “con,” and pass out the

Ethics Cards.

✔ Read the first issue to the entire class: “Is it right to cut down trees?” Have the “pro” student read the

“pro” statement on the card and have the “con” student read the “con” statement on the card. After the

students have read their cards, have each group discuss the pros and cons and try to come to an agreement

on whether they are for or against the statement.

✔ As a whole class, ask the pairs of students to share their thoughts.

✔ Repeat the process with the remaining ethics cards.

✔ As a whole class, ask students to think about whether or not humans should engineer dinosaurs. Add any

new ideas to the board.

Grade-Level Adaptations

More advanced

Give each pair of students just one card and time to

research the topic, so they can learn more about the

issue. After students have researched their topic, have

them debate their issue in front of the class.

Less advanced

Read each card to the entire class and ask students

for comments.

Debrief • Ask students which of the topics was most interesting or controversial to them, and have

them explain why.

• Discuss with students that while science cannot currently create dinosaurs, science has been able

to clone sheep and other animals. While there are clearly some benefits to this, there are also some

ethical questions that need to be considered.


PRO“Yes! Forest fires are natural, and they help forests

stay healthy by getting rid of dead trees and plants. If people put out all the fires, it actually hurts the forest.”

CON“No! Forest fires are dangerous, produce a lot of smog, and cause animals to lose their homes.”

QUESTIONShould we let forest fires burn?

Ethics Cards for Ethics in Science | ACTIVITY

PRO“Yes! By breeding dogs, we make sure they have the qualities we want. We can make dogs that are good hunters, excellent protectors, and friendly

companions.”

CON“No! By breeding dogs, we narrow the gene pool and

increase a dog’s likelihood of getting certain illnesses. In addition, there are already plenty of good dogs

that aren’t bred.”

QUESTIONShould we breed dogs?

PRO: “Yes! We need trees to build our homes. Plus, trees

are a type of plant, so after we cut one down, another will grow.”

CON: “No! Many animals use trees as their homes. If we cut them down, those animals won’t have a place to live.

Also, trees help prevent global warming.”

PRO“Yes! We can help animals find places where it is

easier for them to live, and the new animals might love it there. “

CON“No! Introducing animals to new areas causes

unknown destruction! They might end up killing off the native plants and animals.”

QUESTIONIs it right to cut down trees?

QUESTIONIs it a good idea to introduce an animal to a new environment?


Activity NameHOW’S THE CLIMATE?

OverviewIn this three-part lesson, students investigate the environmental factors used to classify climate types, and

they explore how these environmental factors impact the plants and animals living in those climates. After

learning about the types of plants that were alive during the Jurassic Era, students make a claim about that

era’s climate and current climates in which dinosaurs might thrive.

Cross Cutting ConceptsSystems and System Models

Materials List: oClimate Classification | WORKSHEET

oHow’s the Climate | WORKSHEET

oResearch Notes | WORKSHEET

oDinosaur Survival | WORKSHEET

oCraft supplies or computer design/presentation software

ESSENTIAL QUESTIONSIn what climates would dinosuars thrive?


AREA 200 | WELCOME



Activity 1: Engage

✔ Discuss JURASSIC WORLD: THE EXHIBITION with students, and tell them that they are going to use the

meticulous (but fictional) work of John Hammond, the CEO and founder of the company InGen, to make a

claim about the various types of climates where dinosaurs would thrive. Mr. Hammond not only discovered

how to clone dinosaurs, he also determined where they should live, based on the climate conditions during

the Jurassic Era. Students will observe the modern flora in the exhibition and will compare it to the plants

that grow in different climates around the world to make a claim about the essential question “In what

types of climates would dinosaurs thrive?” Post this question somewhere in the room, and point out that there

is not one correct answer.

✔ Discuss the term “climate” with students. Ask them to discuss what they think climate means, and have

them come up with a definition as a class. Post the definition somewhere in the room. Highlight how climate

is different than weather. The definition of climate should be similar to this: “the composite or generally

prevailing weather conditions of a region, as temperature, humidity, precipitation, sunshine, cloudiness,

and winds, throughout the year, averaged over a series of years” (dictionary.com).

✔ Have students use the terms temperature, humidity, precipitation, sunshine, cloudiness, and winds to

describe the climate they live in.

✔ Discuss with students how and why the climate varies in different places on Earth. Ask students to describe

how temperature, humidity, precipitation, sunshine, cloudiness, and winds vary around the world.

✔ Ask students to name some of the different types of climates they are aware of, and ask them where on the

planet they are located.

✔ Discuss students’ preconceived ideas about how the modern-day climate is different from the climate

during Jurassic times. Ask students if they think dinosaurs would be well adapted for the climate that the

students live in. Ask why or why not.

✔ Pass out the Climate Classification worksheet, and have students predict in what climates dinosaurs would

thrive. Have them explain why, and record their answers in part one of the worksheet.

✔ Put students into five groups, and tell them that are going to be challenged with identifying which climate

would be best suited for dinosaurs. Each group is going to investigate one of the of climate groups listed

below. This list has been adapted from the Köppen Climate Classification System.


✎ Temperate

✎ Tropical

✎ Polar

✎ Arid

✎ Continental



✔ Pass out worksheet, and have groups complete part two of the Climate Classification worksheet.

✔ When all groups have completed their worksheets, have them present their findings to the class. Students

should complete part three of the worksheet during the other groups’ presentations.

✔ Have a discussion with students about why the climate is so different around the world. For example, why

does it rain more in some locations, and why do some places have colder winters than others.

✔ Ask students to revisit and revise their predictions for where they think dinosaurs would thrive. Record their

answers in part four. Remind students how important it is to revise their ideas based on new information.

✔ Tell students that they soon will be going to JURASSIC WORLD: THE EXHIBITION and will gather more

evidence that will help them to determine what type of climate would suit dinosaurs.

Activity 2: Explore!

✔ When students arrive at JURASSIC WORLD: THE EXHIBITION, tell them that they are going to continue to

identify what climates dinosaurs would thrive in, based on their observations of the flora in the exhibit. Tell

students that from the types and amounts of plants in an area, they can tell a lot about its climate. For

example, the same types of plants do not grow in areas with a lot of rain as compared to places with little

rain, and places that have cold winters do not have the same types of trees as places with warm winters.

✔ Pass out the How’s the Climate worksheet, and tell students that they should start completing the handout

as soon as they enter exhibit. Tell students that they should make observations as they go through the

exhibit, and they should change their answers based any new evidence they discover.

✔ For each of the four conditions (Rainfall, Temperature, Density of Plants, and Seasons) have the students

select the image that is closest to what they see throughout the exhibit.

✔ When students are done, they should write a summary of what they think the climate is like.

✔ Ask students to share their summaries of the climate in JURASSIC WORLD: THE EXHIBITION, and have

them revisit their predictions about potential climates for dinosaurs. Ask students to describe some of the

challenges and limitations of this activity.

✔ Discuss with students that, in general, the climate during the Jurassic Period was warm and moist, most

like the tropical climate. However, the world was very different then, and there is not a perfect match with

a current environment on earth. Also note that, just like today, the climate was not the same across the

globe, so there is not one answer for what was the climate was like during the Jurassic Era. Therefore,

there is no one correct prediction.

(Continued on page 10)JURASSIC WORLD Educator Guide | © Imagine Exhibitions, Inc. 2017 | 9


Activity 3: Explain and Elaborate

✔ Have students spend a few minutes reviewing the first two activities and the field trip to JURASSIC WORLD:

THE EXHIBITION. Have students compare the climate that they learned about in the first activity to what they

saw in the exhibition. What are the similarities and differences? Did the plants in the exhibition look like they

would live in the climate they researched? Why or why not?

✔ Tell students that they are going to further investigate the essential question by choosing a specific

dinosaur and researching what it needs for survival (what it eats, how much it eats, where it lives, etc.).

Students will then make claims about how that dinosaur would integrate into the climate they predicted

would be the best fit for dinosaurs.

✔ Have students revisit their initial predictions and state which type of climate would be the best for

dinosaurs. Have students go to http://www.jurassicworld.com/intel and choose one of the dinosaurs

on that page to further study. The options are:

✔ Pass out the Research Notes handout, and have students go online to gather the information requested and

any other relevant information.

Activity 4: Evaluate

✔ Tell students that they need to make a presentation that either argues for or against introducing a dinosaur to

their climate. The presentation needs to include a visual (poster, PowerPoint, video, collage, etc.) and needs to

focus on how ONE environmental factor demonstrates why dinosaurs would or would not survive. For example,

if the dinosaur is an herbivore and the climate has a low density of plants, this could demonstrate a lack of

resources needed for the dinosaur’s survival.

✔ Ask students to elaborate on how their dinosaur would or would not survive in their climate. They should make a

claim about how the dinosaurs would impact the plants and animals already living in that climate. Pass out the

Dinosaur’s Survival handout, and have students complete it to help them think through their presentation

✔ Give students 45-60 minutes to prepare their presentations.

✔ Each presentation should be three to five minutes in length. Allow two to four minutes for questions and

answers for each presentation.

✎ TYRANNOSAURUS REX

✎ INDOMINUS REX

✎ PACHYCEPHALOSAURUS

✎ TRICERATOPS

✎ ANKYLOSAURUS

✎ METRIACANTHOSAURUS

✎ APATOSAURUS


Grade-Level Adaptations:

More Advanced

Have students study the Köppen climate classification and then try to assign the flora into a sub climate.

Less Advanced

Assign groups of students one category each. Have each group choose which type of climate they think

it is and compare results.

DebriefAs a class, discuss the lesson. Ask students to respond to the following:

• How and why did your predictions change throughout the activities?

• Is there a correct answer to “Where should dinosaurs live?” Why or why not?

• Should all dinosaurs live in the same type of climates?

• What impact would dinosaurs have on the plants and animals living around them?

• Describe the ideal modern climate into which dinosaurs could be reintroduced.

(Continued from page 10)


Climate Classification | WORKSHEET

Name:

Directions:

PART 1:

• Predict in what climates dinosaurs would thrive, and explain your thinking:

PART 2: MY GROUP’S RESEARCH

1. Which type of climate are you going to research?

2. Where in the world does this climate type occur?

a. In general, how far away from the equator is it?

b. Is it close to oceans, deserts, mountains,

or any other large features?

3. How much rain does your climate type

get annually?

a. When does it rain the most and least?

4. What are the primary types of plants that are

in your climate type?

5. What types of animals are most common

in this climate?

a. What are the largest animals in this climate?

b. What are the primary consumers?


Climate Classification | WORKSHEET (Continued from page 12)

PART 3: NOTES FROM OTHER GROUPS’ RESEARCH

PART 4:

• Revisit your prediction about climates where dinosaurs would thrive. Think about the types of plants and animals

that live in those climates. Do you think any of those animals would live in similar climates to dinosaurs?

Did you revise your prediction? Why or why not?

NAME OF CLIMATE LOCATION RAINFALL TYPES OF PLANTS TYPES OF ANIMALS


TEMPERATE TROPICAL POLAR ARID CONTINENTAL

TEMPERATURE WARM HOT COLD HOT DAYS & COLD NIGHTS

WARM DAYS & COLD NIGHTS

DENSITY OF PLANTS DENSE VERY DENSE NOT DENSE NOT DENSE DENSE

TYPE OF SEASONS

DRY SUMMER & COLD WINTER

RAINY & DRY SEASONS

LONG WINTER, SHORT SUMMER

NOT MUCH VARIATION

THROUGHOUT THE YEAR

HOT SUMMER & COLD WINTER

RAINFALL MODERATE HEAVY VERY LITTLE VERY LITTLE MODERATE


How’s the Climate? | WORKSHEET

Name:

Directions: While exploring the entire JURASSIC WORLD: THE EXHIBITION, observe the plants around you. On each row

(Rainfall, Temperature, Density of Plants, and Type of Season), circle the image that looks most like what you

see in the exhibition. Based on the column of the image you circled, you can make an inference about the

environmental conditions during the Jurassic Era.


How’s the Climate? | WORKSHEET | (Continued from page 14)

Based on your findings, describe the following during the Jurassic Period:

Rainfall:

Temperature:

Density:

Type of Season:

Based on the data you’ve just collected, write of a summary describing the climate in the Jurassic Period

in 50 - 100 words.

Based on what you’ve just observed, in what types of climates would dinosaurs thrive? Explain your reasoning.


Research Notes | WORKSHEET

Name:

1. What dinosaurs did you choose to research?

a. How big is it?

b. Where does it live?

c. What does it eat?

d. How much does it eat?

e. What eats it?

f. Does it travel alone or in a pack?

g. What information can you find about the

environment where it lived?

h. List other information about the dinosaur

and how it lived.

oTYRANNOSAURUS REX

oINDOMINUS REX

oPACHYCEPHALOSAURUS

oTRICERATOPS

oANKYLOSAURUS

oMETRIACANTHOSAURUS

oAPATOSAURUS


Dinosaurs Survival | WORKSHEET

Name:

Answer the questions on this worksheet before making your presentation.

All of the questions below need to be addressed in your presentation:

3. Choose one of the following environmental factors (rainfall, temperature, plant density, or season type),

and describe the impact this factor may have on your dinosaur.

4. How would the dinosaurs impact the plants that live in this type of climate?

5. How would the dinosaurs impact other animals that live in this type of climate?

6. Would you recommend introducing a dinosaur to your climate type? Explain why or why not.

7. In what types of climates would dinosaurs thrive?

1. What did you predict was the best climate

for your dinosaur?

a. What is the plant density there?

b. What is the average rainfall

c. What is the temperature?

d. What is the season type?

e. What kinds of plants and animals live there?

2. What dinosaur did you choose to research?

a. Where does it live?

b. What does it eat?

c. How much does it eat?


AREA 300 | GENTLE GIANTS PETTING ZOO

Activity NameWHOSE SCAT IS THAT?

OverviewIn the Gentle Giants Petting Zoo, students learn how scientists study dung (also called feces, poop, and scat)

to learn about animals. Dung helps us to identify an animal’s diet, and it also tells us about their general health.

Dung is also used to identify animals in the wild. In this activity, students will analyze the size and shape of

dung in an attempt to identify the animal from which it came.

Cross Cutting ConceptStructure and Function

Materials List:Whose Scat Is That? | HANDOUT

Procedure✔ After visiting the Gentle Giants Petting Zoo, ask students if they liked sticking their hand in an enormous

pile of dung. Have them explain the experience, and ask why doctors and scientists are so interested in

studying feces. Ask students what scientists can learn from studying feces.

✔ Tell students that today they are going to try to identify animals based on the size and shape of their dung.

✔ Ask students to think about all the types of feces they’ve seen in their lives, and ask them to describe how

the scat of one animal looks different from another animal’s. If needed, prompt students to think about the

poop of their pet dog, cat, or animals they’ve seen on a farm and how it may vary in size and shape and

what they can possibly learn from looking at that animal’s feces.

ESSENTIAL QUESTIONSWhy do scientists and doctors analyze animal feces?

What are some ways to identify the types of animals that live in your area?



✔ Ask students to explain why they think the scat of different animals looks different. Explain that it’s based

mostly on what and how much they eat.

✔ Tell students that they are going to be challenged to identify an animal solely based on its scat by matching

the scat pictured on the worksheet with the appropriate animal.

✔ Pass out the worksheet and have students make a prediction of which scat is from which animal.

✔ Ask students to describe the similarities and differences between the various types of scat. Tell students

that the first thing they need to identify about the scat is its shape. The shape indicates if the animal is a

herbivore, carnivore, or omnivore.

✔ Tell students that a fun way to remember which is which is the ice cream rule.

✎ Omnivores’ scat is like soft served ice cream

✎ Carnivores’ scat is like traditional ice cream

✎ Herbivores’ scat is like the sprinkles on top of the ice cream. They can be different shapes but are

generally in little pellets.

✔ Ask students to identify the animals on the worksheet as herbivore, carnivore, or omnivore, and have

students make new predictions about which scat is which.

Animal Options:

Mountain Lion | Carnivore

Bear | Omnivore

Goose | Omnivore

Deer | Herbivore

Coyote | Omnivore

✔ Explain that the other main identifier for scat is its size. Read the sizes of the scat, and have students

record the information on their worksheets.

A. Row 1: 20 centimeters or 7.9 inches

B. Row 2: 6.35 centimeters or 2.5 inches

C. Row 3: 7.62 centimeters or 3 inches

D. Row 4: each pellet ¼ 2.5 centimeters or .98 inches

E. Row 5: 30.5 centimeters or 12 inch pile



✔ Have students make one last prediction of which scat belongs to which animal and discuss.

a . Answer Key

i. Row 1: Coyote

ii. Row 2: Mountain Lion

iii. Row 3: Goose

iv. Row 4: Deer

v. Row 5: Bear


More Advanced

Have students conduct their own research on how

to identify scat. Instead of telling them about the

importance of size and shape, have them work in

groups to figure out how to identify the scat on

their own.

Less Advanced

Have students work in groups to make predictions

and update their worksheet.

Debrief • Ask students to discuss how their predictions changed throughout the lesson and why. How did

learning new information help them make better predictions?

• Ask students if they are an herbivore, carnivore, or omnivore? Ask students which animal scat

is most like theirs.


Whose Scat Is That? | WORKSHEETAnimal Options:Coyote | Mountain Lion | Goose | Deer | Bear

SCAT PREDICTION 1 PREDICTION 2 SIZE PREDICTION 3


AREA 400 | HAMMOND CREATION CENTER

ESSENTIAL QUESTIONSWhat can you learn from a drop of blood? What is in blood?

How is the blood of one animal different from the blood of another?

Activity NameWHOSE BLOOD IS THAT?

OverviewThe basic principle of the film Jurassic World is that scientists were able to extract dinosaur DNA from an

ancient mosquito and clone a dinosaur. In this activity, students ask the question: “How did they know they had

dinosaur blood?” A distinct set of genes can be used to identify the species of every individual on Earth. In this

activity, students are given a random sample of blood and asked to model how scientists decipher the species

of animal from a blood sample.

Cross Cutting ConceptPatterns

Materials List: Whose Blood Is That? | WORKSHEET

Procedure:✔ Ask students to share what they know about genes.

✔ After students have had time to discuss their thoughts, tell them that we are all a product of our genes;

who we are and how we look is primarily based on the genes we get from our parents.



✔ Ask students how genes are important to the story of Jurassic World. Discuss how the story is based on

the idea that scientists obtained, analyzed, and identified prehistoric dinosaur blood and used it to create

dinosaur clones and hybrid species.

✔ Tell the students that they are going to pretend to be scientists who have just discovered some prehistoric

blood. They are going to use their deductive skills to try to figure out what type of animal the blood came from.

✔ Pass out the “Whose Blood Is That?” worksheet.

✔ Have students go through the list and sketch what each characteristic looks like.

✔ When students are done, have them sketch their entire animal, name the animal (it can be a real or imaginary

animal), and share with the rest of the class.

Debrief • Ask students to compare their animals with each other. Why do they look so different? Why do they

look the same? Discuss how even though siblings have similar genes, they often look very different.

• Ask students to discuss which animal’s blood they think that they have. Which animal on Earth looks

the closest to the one they drew?


More advanced

Have students make up more categories. Also, ask

students to think of other phenotypes for the

categories listed. Have students draw a creature with

those characteristics.

Less Advanced

Have the class choose an animal whose blood they

want to investigate. Have the students identify the

phenotype for the animal from each of the categories

on the worksheet.


Whose Blood Is That? | WORKSHEET

Draw an image of an animal with all of the characteristics you sketched above.

Write a description of the animal.

GENE

EYE SHAPE

EXTERIOR

EYE COLOR

BLOOD TYPE

LEG TYPE

EARS

SIZE

BEHAVIOR

TYPE OF EATER

PHENOTYPE

ROUND

FUR

RED

WARM BLOODED

FOUR-LEGGED

LARGE & FACING FORWARD

MID-SIZED

TRAVEL IN PACKS

OMNIVORE

SKETCH


AREA 500 | T. REX KINGDOM WELCOME AREA

ESSENTIAL QUESTIONSHow do animals protect themselves?

How do animals try to scare other animals? What’s the point?

What’s the fiercest animal alive today?

What makes it so fierce?

Activity NameTHE FIERCEST ANIMAL ON EARTH

OverviewIn the JURASSIC WORLD: THE EXHIBITION’S T. rex Kingdom welcome area, students are told that the T. rex is

the fiercest animal on Earth. In this activity, students will imagine what the fiercest animal on Earth would be if

they could genetically develop any animal they desired.


Materials ListThe Fiercest Animal on Earth | WORKSHEET

Craft supplies

Procedure✔ In the T. rex Kimgdom welcome area, students are told that during the time of dinosaurs, the T. rex was

the fiercest animal on the planet. Ask students what fierce means and if they agree that the T. rex was

the fiercest. Ask them how they would measure how fierce an animal is.

✔ Ask students to list fierce animals that are alive today. List them on the board.

✔ Ask students to list the characteristics of what makes these animals fierce. For example, teeth shape,

type of roar, size, etc.



✔ Remind students of the “Whose Blood Is That?” activity, and tell students that they are going to be creating a

list similar to the one from that lesson. Hand out the Fiercest Animal on Earth worksheet. As a whole group,

choose five to seven of the fierce characteristics listed on the board to focus on. Have students list these

characteristics on their worksheet in the Gene column.

✔ Put students into groups of two to four. Tell them that they will need to develop the fiercest animal they can

imagine. For each of the five to seven categories listed on their worksheet, each group should describe the

fiercest phenotype and then sketch what it looks like.

✔ After groups have finished their worksheets, give groups craft materials and have them make their creature,

paying special attention to the five to seven categories listed on their worksheet.

✔ Have the groups present their animals to the class and read the descriptions of the five to seven categories.

Debrief • As a group discussion, ask students to compare their animals. Were they all the same or different?

Why? If they were all asked to make the fiercest animal, why do they all look so different?

• Tell students that in the next activity, they will have their creature mate with one of the creatures

from another group. Ask them to discuss what they think the offspring will look like.


More advanced

Have students work individually and have them

identify eight to ten different categories.

Less advanced

Narrow the categories to two to three and walk

through all the steps together.


The Fiercest Animal on Earth | WORKSHEET

Sketch of the fiercest animal on Earth:

GENE PHENOTYPE SKETCH


AREA 600 | T. REX KINGDOM FEEDING EXPERIENCE

ESSENTIAL QUESTIONSWhy do people all look different?

Why do siblings often look alike?

How is it determined which characteristics will come form the mother and which will

come from the father?

Activity Name: MY CREATURE’S OFFSPRING

Overview: In this activity, groups of students will mate the creatures they made in the The Fiercest Animal on

Earth activity to learn more about how genes are passed from parents to offspring.

Cross Cutting Concept: Systems and System Models

Materials List: Creatures from The Fiercest Animal on Earth activity

My Creature’s Offspring | WORKSHEET

Coin

Procedure✔ Have students collect and re-present their creatures from “The Fiercest Animal on Earth” activity.

Be sure that students describe the five to seven features they focused on.

✔ Tell the students that these creatures have now grown up and need to find a mate so that they

can produce offspring.

✔ Pair groups of students, and have them take out their The Fiercest Animal on Earth worksheet.

Assign one group as the male and one group as the female.



✔ Pass out the My Creature’s Offspring worksheet, and give a coin to each group. Have them list the

fierce characteristics from The Fiercest Animal on Earth worksheet in the first column then have the male

group list their creature’s traits and the female group list their creature’s traits.

✔ Explain to students that both parents pass their genes onto a child, but only one of the genes becomes

dominant (or is visible.)

✔ Tell the students that they are going to have their creatures mate, and explain that the offspring creature’s

looks will be determined by which genes become dominant.

✔ Ask each group to look at the descriptions of male and female for the first gene listed on their worksheet.

✔ Have each group flip a coin. If the coin comes up heads, the offspring has the male gene, and if it

comes up tails, it has the female gene.

✔ Have groups repeat this process for the other genes listed on the worksheet.

✔ After assigning the genes, have students sketch and construct their new creature.

✔ If time allows, repeat the process and create several offspring to demonstrate why offspring from

the same parents can look so different.

✔ Have groups present their offspring, indicating how the offspring are similar and how they are different

than their parents.

Debrief • Ask students to describe how this activity models real life genetics.

• Have students compare how the parents’ generation and the offspring’s generation look similar

and/or different. Why is this?


More Advanced

Have students repeat the process by having offspring mate

with other offspring. Discuss how the more mixing of genes

there is, the more types of creatures there are.

Less advanced

Flip coins as a class and discuss the results after each flip.


My Creature’s Offspring | WORKSHEET

GENE

Sketch of Offspring:

MALE HEADS/TAILSFEMALE SKETCH


AREA 700 | GYROSPHERE VALLEY

ESSENTIAL QUESTIONSWhy are some animals camouflaged?

How can being camouflaged be an advantage for both predator and prey?

When would it be a disadvantage to

be camouflaged?

Activity Name: THE HIDDEN DINOSAUR

OverviewCamouflage is one of the most common adaptations seen in animals. People often think of camouflage only as

a way for prey to hide from predators. However, in this activity, students will learn that camouflage can also be

a great adaptation for predators to sneak up on prey.


Materials ListPaper, crayons, double sided tape, cut out of Indominus rex

Procedure✔ Ask students what camouflage is, and ask them to list any animals that are camouflaged. Ask students why

these animals are camouflaged.

✔ Students will most likely say that animals are camouflaged to hide from prey, but ask them

why a predator might also be camouflaged.

✔ Remind them of their experience in JURASSIC WORLD: THE EXHIBITION’S Gyrosphere Valley and how the

Indominus rex was hiding behind the log before attacking.



✔ Tell students that they are going to design an Indominus rex that is as camouflaged as possible.

✔ Pass out a blank sheet of paper, and allow students to choose four different colors of crayon.

✔ Have students draw shapes (regular or irregular) on their paper using their crayons. They should keep

about 1 cm of space between shapes. Have students color the shapes using the crayons they selected.

They can mix and match the colors however they like.

✔ Pass out the Indominus rex cut out, and have students color it with the same colors they used to

make their shapes.

✔ Give several pieces of double-sided tape, and have them tape their Indominus rex onto the paper

with the shapes.

✔ Tape all the students’ work on the wall, and have students line up at the other end of the room.

✔ Have students try to find the Indominus rex in each picture. Have them all take one big step closer

and look again. Have students keep walking forward until they can all find every Indominus rex.

✔ If time allows, have students complete the assignment again to see if they can figure out how to

make their Indominus rex more camouflaged.

Debrief • Ask students to identify which Indominus rex was easiest to find and why.

• Ask students what advantage it would be for predators to be camouflaged.

• Ask students to discuss what predators they know and explain how they are or are not camouflaged.


More Advanced

Instead of drawing random shapes as the background, have students

draw different natural scenes (forests, mountains, etc.). When students

look for the dinosaurs, discuss the role of the setting in camouflage.

Less Advanced

Make one master background, and give to students before they make

their own Indominus rex. Have students color the Indominus rex so

that it is best camouflaged.


The Hidden Dinosaur | WORKSHEETHave each student cut out the Indominus rex below.


AREA 800 | INNOVATION CENTER

ESSENTIAL QUESTIONSHow can fossils be used to help scientists learn about the behaviors of extinct animals?

What innovations would you like to see in your lifetime?

Activity NamePREVENTING EXTINCTION!

OverviewDinosaurs once ruled the Earth but are now extinct. Why? What adaptations did they need to survive? In this

activity, students create a modern dinosaur that has all the evolutionary features that they think a dinosaur

would have needed to survive the last great extinction. When students finish this activity, tell them that all

dinosaurs did not go extinct. In fact, many survived and are now modern-day birds.

Cross Cutting ConceptStability and Change

Materials ListPaper

Procedure✔ Ask students why there are no longer dinosaurs on Earth. Ask students to discuss how they

think dinosaurs went extinct.

✔ Most likely students will have heard that dinosaurs went extinct because of the impact of a meteor.

Discuss why a meteor hitting the Earth would cause 60-70% of all life on Earth to go extinct. There are

several theories, but generally most scientists believe that the dust thrown up by the impact of the meteor

blocked out the sun, causing plants to die and changing the global temperature for months or possibly years.



✔ Ask students if all life died after the meteor hit, and have them explain why or why not. Ask students what

types of animals survived the extinction.

✔ Ask students to discuss why the animals listed below survived. Write the animals listed below

on the board and have students add comments, questions, and new ideas.

✎ Crocodiles—lived in water and were able to avoid the extreme heat and cold caused by impact.

✎ Horseshoe Crabs—able to eat basically ANYTHING, so even when the plants died, they could find food.

✎ Cockroaches—they also eat just about anything and can reproduce quickly.

✎ Small Mammals (like mice and rats)—able to burrow to get out of extreme weather and can

hunt for insects and other bugs for food.

✔ Tell students that they are now going to reengineer dinosaurs so that they could survive the meteor

impact. They are going to draw a new kind of dinosaur on a blank sheet of paper, a kind of dinosaur that

would have been able to survive the impact.

✔ Give the students time to draw this new dinosaur and make sure they label the adaptations using at least

two from the list you created on the board.

✔ Have students share their drawings with the class.

Debrief • Ask students about the similarities and differences of their drawings. As a class, discuss some

of the features that are most common and discuss some of the more unique ideas as well.

• Tell students that not all dinosaurs went extinct. In fact, many of today’s birds are direct

descendants (mostly predatory birds) of dinosaurs. Ask students if any of their drawings

look like a bird and discuss why or why not.


More Advanced

Have students research what kinds of animals survived

the extinction event and have them make their own list

of features, instead of providing one for them.

Less Advanced

Make the list of features much more specific, so the students

know exactly what adaptations to add to their drawings.


AREA 900 | SCIENTIFIC EPILOGUE

ESSENTIAL QUESTIONSWhat did you learn about dinosaurs after going through JURASSIC WORLD: THE EXHIBITION?

What questions do you have?

If it were possible, should dinosaurs be cloned?

What other innovations would you like scientists to work on? Why?

Activity NameJURASSIC WORLD PRE- AND POST-VISIT REFLECTION

OverviewThis is an activity to start before visiting and to complete after visiting JURASSIC WORLD: THE EXHIBITION.

It is important to give students time to think about the issues being presented before going into JURASSIC

WORLD: THE EXHIBITION, as well as time to reflect and discuss what they saw. This activity provides students

with a structured way to reflect and help them internalize their learning.

Cross Cutting ConceptStability and Change

Materials ListPre- and Post-Visit l WORKSHEET

Procedure✔ Before taking your class to see JURASSIC WORLD: THE EXHIBITION, have them complete the

first column in the Jurassic World Pre- and Post-Visit Reflection worksheet.

✔ After your field trip, have the students complete the worksheet.

✔ Put students in pairs or groups of three and have them discuss their answers.


(Continued from page 36)

Debrief: • Ask students to share which of their ideas changed from before they saw JURASSIC WORLD: THE

EXHIBITION to after.

• Have students discuss the idea of reality and fantasy. Is Jurassic World a fantasy, or is it something

that could actually happen?

Grade-Level Adaptations:

More Advanced

Ask students to come up with their own worksheet before entering the Exhibition. It can be a KWL chart with the

first column reading “What I Know,” the second column reading “What I Want to Know” (these two columns are

completed before visiting JURASSIC WORLD: THE EXHIBITION), and the third column is “What I Learned” (to be

completed after the field trip).

Less Advanced

Answer all the questions as a class.


Jurassic World Pre- and Post-Visit Reflection | WORKSHEET

What are the pros and cons of cloning?

What are some of the ways dinosaurs attack their prey and predators?

What was the environment like during the time of dinosaurs? How was it different than our current climate?

How are genes passed from parent to offspring?

What can you tell about an animal based on its feces?

What is the role of camouflage?

Why is having blood from dinosaurs so important for scientists?

What are fossils used for?

What innovations would you like to see in your lifetime?

QUESTIONSANSWER BEFORE VISITING

JURASSIC WORLD: THE EXHIBITION

ANSWER AFTER VISITING JURASSIC WORLD:

THE EXHIBITION


Documents

EDUCATOR GUIDE - Jurassic World: The Exhibition · 2017-10-05 · There are nine main areas in JURASSIC WORLD: THE EXHIBITION. This guide provides essential questions to ask students