Science
| 1.1.1 |
Observe, describe, draw, and sort objects carefully to learn about them.
Opportunity for observing and describing fossils is abundant in this space. Have the children pick a specific dinosaur and share what they have learned by observing it. |
| |
| 1.1.4 |
Use tools, such as rulers and magnifiers, to investigate the world and make observations.
The Dinosaur Dig Area and Paleo Prep Lab provide lots of tools for children to use. Magnifiers and other special instruments used in paleontology are on display and available for some limited use. |
| |
| 1.2.5 |
Demonstrate that magnifiers help people see things they could not see without them.
Magnifiers are available for the children to use and practice. Remind them what the purpose of a magnifier is while they are using it. |
| |
| 1.4.2 |
Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group.
By using the variety of dinosaurs in the space, children can compare the differences in the dinosaur families. Encourage them to describe these differences to their peers. |
| |
| 1.4.3 |
Observe and explain that animals eat plants or other animals for food.
In all of the scenes in Dinosphere, students can observe different dinosaurs feasting on plants and other animals. Have them pick out who is having what for lunch. Ask the children to identify who might be drinking, hunting, and/or eating. |
| |
| 1.4.4 |
Explain that most living things need water, food, and air.
In the Watering Hole scene, students can observe a dinosaur at a watering hole. Ask them why they think the dinosaur would be stopping there. |
| |
| 1.6.1 |
Observe and describe that models, such as toys, are like the real things in some ways but different in others.
Encourage the students to find the dino toys throughout the gallery and ask them how they are similar and different to the real thing. |
Language Arts
| 1.1.1 |
Match oral words to printed words.
Encourage the students to point out words they hear in the gallery, such as dinosaur etc. |
| |
| 1.1.2 |
Identify letters, words, and sentences.
Again, have the students point out words in the labels that they may recognize. They can do this with letters and sentences as well. |
| |
| 1.1.3 |
Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.
Ask the children to point out sentences in the labels emphasizing how they know where a sentence begins and ends. |
| |
| 1.2.3 |
Respond to who, what, when, where, why, and how questions and discuss the main idea of what is read.
Encourage the students to read a label and then ask them questions relating to what is read. Give them opportunity to answer. |
| |
| 1.2.5 |
Use context (the meaning of the surrounding text) to understand word and sentence meanings.
Take them to a specific scene and talk about what they see. Afterward, encourage them to guess what the label says by what is surrounding the text. |
| |
| 1.2.7 |
Relate prior knowledge to what is read.
Before the students enter Dinosphere, evoke prior knowledge by asking questions. Encourage them to use this knowledge as they go through the exhibit to help them understand what they will be reading. |
| |
| 1.7.1 |
Listen attentively.
Attend a presentation in the space and encourage the children to listen for specific details. |
| |
| 1.7.2 |
Ask questions for clarification and understanding.
Have each child think of a question after visiting a specific scene or presentation. |
| |
| 1.7.5 |
Use descriptive words when speaking about people, places, things, and events.
After visiting a specific scene or presentation, ask the children to share what they saw and heard by using descriptive words. |
|
