*Draw a carnivorous dinosaur. What do carnivorous dinosaurs eat?
*Draw an herbivorous dinosaur. What would he be eating?
*Draw your favorite dinosaur.
*What would it be like if the dinosaurs hadn't become extinct?
*What would you do if you found a giant dinosaur egg in your backyard?
art: marble paint egg shapes (to be used later),
create clay dinosaurs, add to the dinosaur mural
writing: "Dinosaurs had...."
sewing: sew dinosaur shapes
fine motor: perforate dinosaur shapes, scribble art dinosaurs
science: Students explore tubs of sand to find "dinosaur bones" (tongue depressors, popsicle sticks, toothpick, etc.) and
other artifacts. Then they may piece them together in a skeleton shape and glue to a piece of construction paper.
How Big Is a Brachiosaurus? by Frederic Marvin
Dinosaurs by Peter Zallinger
Now I Know About Dinousaurs by David Cutts (Troll Publishers)
*Students brainstorm all the physical characteristics of the dinosaurs in the book. Students complete a booklet titled:
"Dinosaurs" . Each page has the prompt: "Dinosaurs had _______."
A First Look at Dinosaurs by Millicent E. Selsam
Dinosaur Time by Peggy Parish
Dinosaurs and Other Prehistoric Animals by Darlene Geis
The Last Dinosaur by Jim Murphy
Dinosaurs by Tadasu Izawa
Dinosaurs by Gail Gibbons
*Use plastic dinosaurs to discuss the different characteristics of plant-eating and meat-eating dinosaurs. Chart these
features (walk on 2 legs vs. 4 legs, sharp teeth vs. flat or no teeth, bony plates/horns/etc. vs. no "armor," sharp finger-like
claws vs. flat feet, etc.). Students sort clip art pictures of various dinosaurs into a plant-eating group and a meat-eating
An Alphabet of Dinosaurs by Peter Dodson
*Read and pronounce each dinosaur name, discussing its physical characteristics. Sort plastic models or picture cards into
2 groups: meat-eating and plant-eating. Introduce the "scientific names" for meat-eaters (carnivores) and plant-eaters
Students then complete a booklet titled: My Dinosaur Book .
Page 1: Carnivores eat ______. Page 2: Carnivores eat ______.
Page 3: Herbivores eat _______. Page 4: Herbivores eat ______.
Students fill-in the blanks and draw an appropriate dinosaur. They may copy the dinosaurs' names from classroom
resources (models, cards, books, computer, etc.).
Dinosaurs: A Pop-Up Book by Larry Shapiro
*Students will complete the booklet titled "Dinosaurs Had..."
Page 1: (clip art dinosaur missing its tail) Some dinosaurs had big (tails).
Page 2: (clip art dinosaur missing its body) Some dinosaurs had big (bodies).
Page 3: (clip art dinosaur missing its teeth) Some dinosaurs had big (teeth).
Page 4: (clip art dinosaur missing its wings) Some dinosaurs had big (wings).
Page 5: (clip art dinosaur missing its horns) Some dinosaurs had big (horns).
Page 6: (clip art dinosaurs) But ALL dinosaurs had little (brains) .
Student draw in the missing parts and write the words in the blanks.
Dinosaurs and Other Prehistoric Reptiles by Jane Werner Watson
Dinosaur Roar! by Paul and Henrietta Strickland
Can I Have a Tyrranosaurus Rex, Dad? Can I? Please? by Lois G. Grambling
*Students crack open "dinosaur eggs" to find out what's inside. They may use paintbrushes to remove debris from the baby
dinosaurs. Students will graph their findings.
Can I Have a Stegosaurus, Mom? Can I? Please? by Lois G. Grambling
*Students use their marble-painted egg shapes (from the art center) to complete their response to this story.
They will glue the prompt: "Can I have a _______, Mom? Please?" on the egg, filling in the name of their favorite dinosaur
on the blank.
Then they will glue only the top of the egg to a piece of manilla paper (to create a flap). Under the egg-flap, students will
draw the kind of dinosaur they would like to have.
Saturday Night at the Dinosaur Stomp by Carol Diggory Shields
Whatever Happened to the Dinosaurs? by Bernard Most
*As a class, brainstorm more "reasons" the dinosaurs disappeared. Students use the book's pattern: "Did they
___________." to write/illustrate their ideas. The pages will be published into a class book.
My Visit to the Dinosaurs by Aliki
If The Dinosaurs Came Back by Bernard Most
*Discuss what would happen if the dinosaurs really came back... Would you keep one as a pet? Would you put him to
work? Would you run away? Students illustrate/respond to the prompt:
"If the dinosaurs came back, _____________."
Baby Dino's Busy Day by Peter Seymour
Why Did the Dinosaurs Disappear? The Great Dinosaur Mystery by Melvin and Gilda Berger
Dinosaurs by Kathleen N. Daly
The Day of the Dinosaur by Stan and Jan Berenstain
*Students will work in committees to complete a mural depicting dinosaurs and their habitats.
The Dinosaur Who Lived In My Backyard by B.G. Hennessy
Dinosaur Days by Jane Alspaugh
Time Train by Paul Fleischman
*Each year, our classes complete research on their favorite dinosaurs. We have lots of classroom resources to choose from:
books, fact cards, posters, the internet, etc. They use 5th grade reading buddies to help find the answers to simple questions:
My dinosaur's name is ______________.
Its name means ______________.
My dinosaur lived on the land or in the water.
My dinosaur was __________ long and ___________ tall.
It weighed __________.
It ate _____________.
It walked on 2 feet or 4 feet.
My dinosaur was special because ____________________________________.
More interesting facts about my dinosaur:
Bibliography (students list their sources by title)
Click on book covers for summaries, reviews, and
purchase information from Amazon.com.
*Students graph their favorite dinosaurs.
*Students estimate plastic dinosaurs.
*Students measure ingredients to make "Dinosaur Food."
1/4 cup dirt (cocoa)
1/2 cup swamp water (milk)
2 cups crushed bones (sugar)
1/2 cup fat (butter)
2 cups grass (oatmeal)
1/2 cup squashed bugs (peanut butter)
Heat the first 4 ingredients to a boil in an electric skillet. Add "grass." Remove from heat. Add "bugs." Drop by spoonfuls
on wax paper. Yum!!
*Students use toothpicks to "excavate" chocolate chips from Chips Ahoy cookies. They record the number of chips on a
class data chart.
*Students will create their own fossils (using mud or plaster, etc.) as a family project. These will be placed in a class "fossil
museum." Students walk through the "museum" trying to identify the objects which made these "fossils."