Dinosaurs: Mini Science Unit

1. 
   Overview of Unit
   

1. 
   Unit Goals and General Overview
   

1. 
   Students will learn new vocabulary words as they relate to the dinosaur unit
   
2. 
   Students will learn some interesting facts on 12 different dinosaurs
   
3. 
   Students will learn how to do an excavation and what paleontologists do out in the filed
   
4. 
   Students will use observations and previous knowledge to determine which skeleton belongs to which dinosaur
   
5. 
   Students will learn what fossils are
   
6. 
   Students will learn how to use observations to determine what made the fossil
   
7. 
   Students will learn how fossils are made
   
8. 
   Students will learn what fossils are made from
   
9. 
   Students will learn what can make fossils
   
10. 
    Students will learn what we can learn from fossils
    

2. 
   Explanation of Key Concepts
   

1. 
   Students will learn about Dinosaurs.
   

2. 
   Students will learn about excavations and paleontologists.
   

3. 
   Students will learn about fossils.
   

3. 
   Concept Map
   

2. 
   Standards and Learner Outcomes
   

• 
  TABLE 6.1 Science as Inquiry, K-4: Abilities necessary to do scientific inquiry and Understanding about scientific inquiry.
  

• 
  TABLE 6.3 Life Science, K-4: Characteristics of organisms, life cycles of organisms, organisms and environments.
  

• 
  TABLE 6.4 Earth and Space Science, K-4: Properties of earth materials.
  

• 
  TABLE 6.6 Science in Personal and Social Perspectives, K-4: Changes in environments.
  

3. 
   Calendar Schedule for Implementing the Unit
   

1. 
   Since these are being implemented in a summer camp setting they will take place on the same day and consecutive days. If this were taking place in a general education classroom it would be spread out for a month with all subjects being integrated into a dinosaur unit. I will need to get certain items together before the unit takes place. I will need to make sure I have enough boxes that are cut for the excavation, as well as sand and paint brushes. I will also need to print out and cut the dinosaur skeletons out for the excavation, as well as printing out the dinosaur fact sheets. I will need to make homemade fossils for the fossil guessing game activity and make play dough for the students to make their own fossils.
   

2. 
   Lesson dates and times: To be determined
   

4. 
   Safety Guidelines
   

• 
  In order to create a safe and inviting environment for learning science the following precautions and steps need to be taken:
  

1. 
   Parents and guardians understand the activities that their children will be doing.
   
2. 
   Making sure that no students are allergic to any of the ingredients in the play dough
   
3. 
   Students need to be told the rules of doing the excavation dig. Students need to understand how to use the paint brushes for the excavation so that it does not get “out of control”. It would be unsafe if students flung sand in another students face.
   
4. 
   Students need to understand that the play dough is not edible and cannot be eaten.
   
5. 
   During all of the activities in this unit, I will always make sure to be walking around the classroom and working with students. I will be monitoring and observing students to make sure that all students are being safe at all times. I will also make sure that the students understand the rules for each activity so that they perform them safely.
   

5. 
   Pre-assessment
   

1. 
   (I have not done the lessons yet)
   

6. 
   Daily Lesson Plans
   

1. 
   3 Dinosaur Science Lesson Plans (In order from 1^st to 3^rd)
   

1. 
   Digging up Dinosaurs
   

• 
  7/6/10
  
• 
  Science
  
• 
  1^st and 2^nd graders
  
• 
  Approximately 25 students
  
• 
  30-45 minutes
  

2. 
   Purpose/Rationale
   

This lesson meets the following National Science Standards: 6.1 Science as Inquiry, K-4: Abilities necessary to do scientific inquiry; 6.3 Life Science, K-4: Characteristics of organisms life cycles of, life cycles of organisms, organisms and environments; 6.4 Earth and Space Science, K-4: properties of earth materials; and 6.6 Science in Personal and Social Perspectives, K-4: Changes in environments.

3. 
   Objectives/Outcomes and how they will be assessed
   

4. 
   Skills to be learned:
   

1. 
   Students will learn the names of 12 different dinosaurs
   
2. 
   Students will learn what fossils are
   
3. 
   Students will learn what a paleontologist is
   
4. 
   Students will learn new vocabulary words including: Ankyolsauruses, Brachiosaurus, Dimetrodon, Edaphosaurus, Iguanodons, Protoceratops, Pachycephalosaurus, Pterodactyl, Spinosaurus, Stegosauruses, Triceratops, Tyrannosaurus Rex, Velociraptor, Paleontologist, Fossils, Excavation, Extinction, Carnivor, and Herbivor.
   
5. 
   Students will follow directions
   
6. 
   Students will learn how to use their observations
   

5. 
   Resources/Materials
   

• 
  2 copies of 12 different dinosaur skeletons cut out
  
• 
  12 dinosaurs in color to match the 12 dinosaur skeletons with small descriptions of the dinosaurs
  
• 
  5-6 card board boxes or flat bins
  
• 
  Sand
  
• 
  Clean soft bristle paint brushes
  
• 
  Tape
  
• 
  Markers or crayons
  
• 
  Dinosaur books
  
• 
  Fossil books
  

6. 
   Procedure- Before I teach the lesson I will need to set up the excavation centers. At an appropriate time I will set up 5-6 card board boxes with sand and dinosaur skeletons. I will count how many kids there are so that I can separate the children into equal groups in the centers. I will cut up the paper dinosaurs into two or three sections and bury the sections in the sand. There will be enough dinosaurs for each child to find one dinosaur. I will pour a little bit of sand in the bottom of the cardboard box, then place some dinosaur parts, then pour some more sand in, then put some more dinosaur parts in and finally top it off with some sand.
   

• 
  Transition into the lesson- I will ask the students to be quit because we are going to transition into a new subject. If the students had a previous activity out I will ask them to clean up their stuff and get ready to listen. I will wait until all of the students are quit and ready. I will ask the students if they know anything about dinosaurs! I will wait for some responses and then inform them I have a cool story about dinosaurs.
  

• 
  Introduction to and motivation for the lesson- To get students ready to learn about dinosaurs I am going to read them a book that walks them through some different facts about dinosaurs. The story is called “Boy, Were We Wrong About Dinosaurs!”, by: Kathleen V. Kudlinski. This is a cute little story about what people originally thought about dinosaurs when they first started to discover fossils. It also shows pictures of dinosaur fossils and skeletons, as well as pictures of paleontologists doing excavations. During the story I will ask questions about what the students think about dinosaurs. I will also ask them if they have ever seen anything like these dinosaurs in museums. I will try and help connect the theme to their lives to get them more interested and involved.
  

• 
  Lesson Body- After I have read the book I will talk some more about different parts in the book. I will ask the students questions about dinosaurs. Starting with, “Do dinosaurs still alive?”, “Why not?”, “If they are not alive, how do we know so much about them?”. I will allow some students to speak and answer a few questions. I will then tell the students to turn to one friend and tell them why they think we know so much about dinosaurs. I have several books to share with the students. The books include different pictures of fossils and paleontologists doing digs to recover dinosaur bones. I will pass books around and let students explore the pictures and ask questions.
  

Students will dig up their dinosaurs and I will make sure that they only dig up one dinosaur. Then they will need to put the dinosaur skeleton back together using some tape. Once they are done putting the skeleton together they will have to go find the dinosaur sheets at the front of the room and find what dinosaur is theirs. Most of the dinosaurs are easy to find the matching pair but I will be there to help the students. After they have found their dinosaur they will need to read some facts about it. There will be about two students per dinosaur so they will be partners. This will be completely random. After they have read about their dinosaur they can talk to their partner about their dinosaur until we are ready to share facts with everyone.

• 
  Closure to the lesson-I will have each group share something about their dinosaur. I want them to share what they like about it and some facts about that dinosaur. I will encourage each student in the group to share something about their dinosaur. This way the whole class can learn something about each other’s dinosaurs.
  

7. 
   Accommodations for Diverse Learners
   

8. 
   Assessment
   

• 
  Pre-Assessment- To find out what the students already know about dinosaurs I will do a verbal KWL with them. I will ask them questions about what they already know about dinosaurs. If there is a blackboard available I will right some of the things that the students know down. I will then ask them some questions about what they want to know about dinosaurs and write those down. I will be assessing what they know by the answers they are presenting. In addition, to make sure that I get fair impute of what the students already know I will try and call on a diverse range of students.
  

• 
  Evaluation of the objectives/outcomes-The lesson has not been taught yet, but I will be observing the students to evaluate the success of the students. In addition, I will go over our KWL chart on the board and ask the students more questions and go over what we learned. I will also be taking pictures to help assess the progress of the students.
  

9. 
   Self Reflection on Lesson—(I have not taught the lesson yet)
   

10. 
    References: This is a list of books that I will read to the students, pick out pages to look at, and let them explore. All of these books are juvenile reading books from the public library.
    

Dinosaurs: The Fossil Hunters, by: Dougal Dixon

The Dinosaur Search, by: Rosie Heywood

Fossils, by: Allan Roberts

Graveyards of the Dinosaurs, by: Shelly Tanaka

1. 
   Fun with Fossils
   

• 
  7/7/10
  
• 
  Science
  
• 
  1^st and 2^nd graders
  
• 
  Approximately 25 students
  
• 
  30-45 minutes
  

2. 
   Purpose/Rationale
   

This lesson meets the following National Science Standards: 6.1 Science as Inquiry, K-4: Students will have the ability to do scientific inquiry; 6.3 Life Science, K-4: Characteristics of organisms and environments; and 6.4 Earth and Space Science, K-4: Properties of earth materials.

3. 
   Objectives/Outcomes and how they will be assessed
   

4. 
   Skills to be learned:
   

1. 
   Students will learn what fossils are
   
2. 
   Students will learn how fossils are made
   
3. 
   Students will learn why fossils are important
   
4. 
   Students will learn what types of things fossils can tell us
   
5. 
   Students will learn what types of things can make fossils
   
6. 
   Students will learn new vocabulary words: fossils, sedimentary rocks, (as well as the vocabulary words from the first lesson on Dinosaurs)
   
7. 
   Students will demonstrate comprehension of the information we cover
   
8. 
   Students will learn to observe and make educated guesses based on their observations
   
9. 
   Students will follow directions
   

5. 
   Resources/Materials
   

• 
  Books on Dinosaurs and fossils
  
• 
  Blank pieces of paper
  
• 
  Markers, crayons, or pencils
  
• 
  10-15 homemade fossils for the fossil guessing game
  
• 
  Proper hardening playdough for children to make fossils out of (I will make the play dough ahead of time and bring it in)
  
• 
  Wax-paper
  
• 
  Permanent marker
  
• 
  Objects for students to use when making their fossils
  

6. 
   Procedure- I will make 10-15 homemade fossils out of various objects prior to the day of this lesson. In addition, I will make the play dough ahead of time for all of the students. The reason I will make the play dough ahead of time is because of the time frame that I will have. In different circumstances I would have the students help make the play dough and it would be a math lesson. I will also be bringing in different types of objects for the students so they have stuff to make fossils with. If it is allowed and we have time I would like to take the students on a walk outside to let them find their own objects to make fossils with.
   

• 
  Transition into the lesson-I will ask the students to be quit because we are going to play a game. If the students are still doing different activity I will ask them to finish up their stuff or put it away and finish it later, so that we can move on. I will then ask students if they have ever seen a fossil before! I will wait for some responses.
  

• 
  Introduction to and motivation for the lesson- After some responses from the students about fossils, I will show the students a homemade fossil. I will explain to them that this is not a real fossil but that I made it. However, I real fossil may look similar to this. I will show them specific pages in the books that I have. These pages will show the different stages it takes for a real fossil to be formed and what a real fossil might look like.
  

• 
  Lesson Body- Once they have found out what a real fossil looks like I will talk about the stages that it takes to make a fossil. I will look at specific pages in books to show students how many years it can take to make a real fossil and the processes that it takes to make a real fossil. Then we will reflect on our excavation that we did to talk about fossils again. I will ask students about paleontologists again and what they do. After I have waited for some responses about what a paleontologist does we will go into further detail about fossils. I will show them my homemade fossil and ask students what they think made the impression. I will wait for answers, if students guess what it is right away I will then ask students how they knew what it was. If they do not guess what it is right away I will give the students hints and tell them what to look at to help them determine what it is. I will ask them if they thought this was kind of hard to guess what it was. Some of them will probably say yes and some of them will probably say no. I will then ask them how about how they think paleontologists determine what certain things are. I will wait for responses and then describe to them how it takes a lot of observations to find out what something is sometimes.
  

After we are done with the game I will ask students if they would like to make their own fossils! (For this part I will have objects that students can rummage through to find one of their liking. However, if we can go for a walk I would like to so students can come up with their own objects from nature)I will show the students what to do and how to roll the play dough up in a ball and then flatten it to make a pancake. I will then show students how they will take their object and press it into the play dough. I will tell them not to push it in to far but far enough to leave an impression. Also, if they mess up they can simply roll their play dough back up into a ball and start over, but they can’t do it too much because the play dough might start getting hard. They will also need to keep the play dough on the wax-paper because we don’t want a mess on the table and I will right their names on the wax paper.

• 
  Closure to the lesson- As students are finishing up their own fossils I will ask some questions about fossils. This way we can review what we have learned in a simply conversation type way. I will ask them what types of things they think can be learned from fossils and we will talk about them. I will also be walking around to see how students are doing with making their fossils and asking questions about the fossils they are making.
  

7. 
   Accommodations for Diverse Learners
   

8. 
   Assessment
   

• 
  Pre-Assessment- To find out what the students already know about dinosaurs I will do a verbal KWL with them. I will ask them questions about what they know about fossils and what fossils are. If there is a blackboard available I will right some of the things that the students know down on it. I will then ask them some questions about what they want to know about fossils. I will be assessing what they know about fossils by the things that they are saying. In addition, to make sure that I get fair impute of what the students already know about fossils, I will call on a variety of students and not focus on only one particular group of students.
  

• 
  Evaluation of the objectives/outcomes- The lesson has not been taught yet, but I will be observing the students to evaluate the success of the students. In addition, I will look at their original answers to the fossil guessing game and I will assess how they did, I will also look to see how many students change the answers (like they are supposed to) when we go over the right answers together. I will also ask more questions that relate to the KWL chart that I did with them to see if they have improved some of their answers. I will also be taking pictures to help assess the progress of the students.
  

9. 
   Self Reflection on Lesson- (I have not taught the lesson yet)
   

10. 
    References: This is a list of books that I will read to the students, pick out pages to look at with the students, and let the students explore. All of these books are juvenile reading books from the public library.
    

Dinosaurs: The Fossil Hunters, by: Dougal Dixon

The Dinosaur Search, by: Rosie Heywood

Fossils, by: Allan Roberts

Graveyards of the Dinosaurs, by: Shelly Tanaka

_________________________________________________________________________________

1. 
   Fossils and Rocks
   

• 
  7/8/10
  
• 
  Science
  
• 
  1^st and 2^nd graders
  
• 
  Approximately 25 students
  
• 
  30-45 minutes
  

2. 
   Purpose/Rationale
   

This lesson meets the following National Science Standards: 6.1 Science as an Inquiry, K-4: Students will have the ability to do scientific inquiry; 6.3 Life Science, K-4: Life Cycles of Organisms; 6.4 Earth and Space Science Standards, K-4: Properties of earth materials; 6.6 Science in Personal and Social Perspectives, K-4: Changes in environments.

3. 
   Objectives/Outcomes and how they will be assessed
   

4. 
   Skills to be learned:
   

1. 
   Students will learn what fossils are in more detail
   
2. 
   Students will learn what materials fossils are made from
   
3. 
   Students will learn why fossils are important
   
4. 
   Students will learn specifically what fossils can tell us
   
5. 
   Students will learn new vocabulary words in relation to fossils: Sand, Glued, Fossils, Layered, and Sedimentary rocks.
   
6. 
   Students will demonstrate comprehension
   
7. 
   Students will use listening skills
   
8. 
   Students will follow directions
   

5. 
   Resources/Materials
   

• 
  25 copies of the worksheet
  
• 
  Books about fossils and paleontologists
  
• 
  Large pieces of paper (to make dinosaur footprint)
  
• 
  Crayons and markers
  

6. 
   Procedure- I will need to draw out a large footprint of a dinosaur on a piece of paper.
   

• 
  Transition into the lesson-I will ask students to be quit because we are going to talk some more about fossils for our dinosaur unit.
  

• 
  Introduction to and motivation for the lesson- I will do a fun review about fossils. By asking questions about what we have learned about dinosaurs and fossils. I want this to be fun for students so I will keep some energy going through the room. I want them to be excited about fossils. I will then ask them some questions about the fossils that they got to make. Such as “What did your parents think?”, “Was it fun?”, “Would you like to do that again?” and so on. I would ask those questions to keep them interested. Then I would ask them if they remembered what material (play dough) there homemade fossils were made of.
  

• 
  Lesson Body- Once the students respond to the previous question about what their homemade fossils were made of, I will continue by asking them what real fossils are made from. I will wait for answers and I will simply let them say what they want. For example if they say sand, I will just say maybe, and I will do the same for all of the answers. I do not want to tell the students they are wrong and I don’t want to tell them the answer yet. I will then say well let’s find out what fossils are really made of. I will show them the worksheet that they are going to do and I will give some directions. I will tell them that they need to read the first side of the worksheet to determine what a fossil is made out of and then do the fun word puzzle on the bottom. I will also tell them that they need to read this paragraph because on the backside of the worksheet there are more questions that they need to answer to reveal a hidden word at the bottom of the page.
  

After we have talked about how fossils are formed and the students have viewed various pictures of the process of fossils being formed I will have them explore fossil books in various groups. They don’t necessarily need to read about the different fossils but I want them to look at pictures of fossils to recognize the many different types of fossils. For this part, I will have fossil books that include fossils of various things besides dinosaurs. I will also have books on dinosaurs that show dinosaur fossils. I will then collect the books and do a review with the students about some of the different things that can make fossil impressions. This will help move us towards are next activity. After all the students have told me at least one thing that can make a fossil I will then pose some more questions about what they think paleontologists (for dinosaurs) or scientists can tell based upon fossils. “Why are they important?” I will let them think about this question while we do our next activity.

• 
  Closure to the lesson- After students are done filling up the dinosaur footprint with their footprints we will count how many footprints it took as a class. We will then talk about how a paleontologist would take this information to find out how tall and big the dinosaur was. (The math equation for this is not important at this time and age, but it is important that they understand it is possible). (If time allows we will also do this next part.) We will go outside and draw a line to show the height of a few different students ranging in height, then draw a line of my height by their line to show the difference in our heights, and then draw a line as best as possible of how tall the dinosaur would have been. This will really help them understand how large some of the dinosaurs were and how important the fossil was in determining the height of the dinosaur.
  

7. 
   Accommodations for Diverse Learners
   

8. 
   Assessment
   

• 
  Pre-Assessment-To find out what the students already know and recall from the previous lesson about fossils I will ask them questions. I will be listening to make sure they are answering the questions that right or wrong to determine their knowledge of fossils and how they are made and what they are made of. In addition, to make sure that I get fair impute of what the students know about fossils, I will call on a variety of students.
  

• 
  Evaluation of the objectives/outcomes- The lesson has not been taught yet, but I will be observing the students to evaluate the success of the students. In addition, the students will be completing a worksheet that I will be looking over as they work to see how they comprehend the information. I will be looking to see if they are actually reading the paragraph and answering the questions. I will also be taking pictures to help assess the progress of the students.
  

9. 
   Self Reflection on Lesson- (I have not taught the lesson yet)
   

10. 
    References: This is a list of books that I will read to the students, pick out pages to look at with the students, and let the students explore. All of these books are juvenile reading books from the public library. There is also a workbook page taken from “The Mailbox” magazine book.
    

Dinosaurs: The Fossil Hunters, by: Dougal Dixon

The Dinosaur Search, by: Rosie Heywood

Fossils, by: Allan Roberts

Graveyards of the Dinosaurs, by: Shelly Tanaka

Both worksheet pages are scanned onto the next two pages. This worksheet page was taken from:

2. 
   (I have not done the lessons yet, so I do not have work samples yet)
   

3. 
   (I have not done the lessons yet, so I do not have any photos yet.)
   

7. 
   Post-Assessment
   

1. 
   ( I have not done the lessons yet, so I do not have any documentation of post assessments yet)
   

8. 
   Unit Evaluation
   

1. 
   (I have not done the lessons yet, so I cannot do a written report or analysis anything yet)
   

2. 
   (I have not done the lessons yet, so I cannot make a chart of pre and post assessments yet)
   

9. 
   Home School Connection
   

1. 
   I have several different activities that the students can bring home with them to help further their exploration in our dinosaur unit. I have 4 different coloring worksheets of dinosaurs. These will help the students talk about what they are learning about dinosaurs as well as practicing their math skills. The coloring sheets have hidden dinosaurs that you have to add up the number in a specific section to find out what color you are supposed to color that section. I also have two different dinosaur size activities to bring home. These activities will help extend off of size activity that I will do with the students in the classroom.
   

2. 
   Parents can assist during the paleontologist dig to help monitor and assist children when needed. The parents will also be able to help students identify what dinosaur they have as well as helping them read some of the facts on the dinosaurs. Parents can also help make play dough for when the students get to make their own fossils. The parents would also be helpful in going on a walk the students to find materials to use for making fossil impressions.
   

10. 
    Bibliography
    

1. 
   There are so many interactive sites and activities available on the web that it is not necessary to purchase anything. Here are some interactive sites that would support the dinosaur unit:
   

• 
  http://www.abc.net.au/beasts/playground/fossils.htm - The playground is a fun site that offers fun dinosaur activities for students. At this site students can play many different games that will help them learn and understand concepts being covered in the dinosaur unit. For example, students can make their own fossil, which shows the actual process of a fossil being made. It also has a little description of how fossils are made. Students can also play a camouflage game, where they learn the different environments of dinosaurs; a burying bodies game, where they bury a bottom in different types of land and find out where the fossil will be made; and a footprints game, where students can hunt, race, or do case studies. In addition, there are printouts for coloring or reading at different grade levels.
  

• 
  http://www.oum.ox.ac.uk/thezone/funstuff/index.htm - The learning zone is a great interactive website for children because it offers many different games. Children can click on a topic such as dinosaurs (first they have to click on animals) or fossils. Then within that section students have a variety of things that they can do. They can play games that relate to specific dinosaurs or fossils and topics. Students can also visit the museum where they can simply down load (but not pay) different trails to follow that will lead them to case studies of dinosaurs and fossils. They are all age appropriate and different ages can be clicked on such as K-1 or 2-3.
  

2. 
   The printout sources that I used for this unit were off of the internet and then books from the public library.
   

• 
  For the skeletons of dinosaurs I simply typed in a dinosaur name into google. Once I saw a skeleton of that dinosaur I copied and pasted it into a word document and printed it off.
  

• 
  http://www.dinosaurfacts.org/ - I found this website which allowed me to click on the names of different dinosaurs. I clicked on the different dinosaurs that I had the skeleton pictures for. Then I printed off the picture and a bit of information on that dinosaur.
  

• 
  For the work book page on sedimentary rocks and fossils, I used a mailbox book that I had previously ordered. The website for The Mailbox is: www.themailbox.com , where you can order work books for different themes, subjects, and grades, as well as you can sign up and simply print off certain items. The name of the work book that I have is, The Mailbox: Fascinating Facts: Science, Grades 1-2
  

• 
  In addition to finding things on websites or ordering books, I obtained much of my information to use and share with students from books at the public library. I did not necessarily use all of the information out of each book, but I used information from specific pages as it relates to our dinosaur unit. These are the following books:
  

Dinosaurs: The Fossil Hunters, by: Dougal Dixon

The Dinosaur Search, by: Rosie Heywood

Fossils, by: Allan Roberts

3. 
   Students used books for the research and exploring portions of this unit. However, there are many different sites that provide information on the specific topics we were covering in this unit. The following websites would be great for students to use at school or home to learn more about dinosaurs.
   

1. 
   http://www.dinosaurfacts.org/
   
2. 
   http://www.oum.ox.ac.uk/thezone/index.htm
   
3. 
   http://www.geologyshop.co.uk/dinosa~1.htm
   
4. 
   http://www.kidsdinos.com/
   

4. 
   The internet has many different types of resources that teachers can use, it just depends on what type of information one is looking for. For example in this dinosaur unit I used the internet for various things. I looked up dinosaur pictures with facts that I needed, I looked up how to make play dough for the fossils, I looked up dinosaur activities to do with children, as well as I looked up information on dinosaurs and fossils. The following sites are a mix between ideas for teachers doing a dinosaur unit and information on things that would be involved in a dinosaur unit (such as different dinosaurs and fossils). These following sites would be very useful for teachers.
   

1. 
   http://www.cloudnet.com/~edrbsass/edsci.htm#fossils
   
2. 
   http://www.oum.ox.ac.uk/thezone/index.htm
   
3. 
   http://www.dinosaurfacts.org/
   
4. 
   http://www.geologyshop.co.uk/dinosa~1.htm