Education Days Elementary School Workbook Kings Dominion All Rights Reserved ©2012 MindBugs ©2006 Ten80 Education All Rights Reserved
Section Guide
Contents
3‐4
Preparing Your Students Administrative Assistance – Sample Forms o Message to Students o Student Contract o Teacher Planning Checklist o Chaperone and Attendance Forms o Bus Arrangements
5‐13
Pre‐Visit Activities
Debug the MindBugs Pre‐Assessment Find it on the Map! Gift Shop Goodies
14‐16
Single‐Sheet Options Dodgem Bumper Cars [Momentum] Motion Rides [Simple Machines] White Water Canyon [Buoyancy & Weight] Anaconda [Centripetal Force] Grizzly Dinosaurs Alive!
17‐32
Debug the MindBugs Post‐Assessment o Refer back to exercise on page 13 Extend the Experience
33‐34
Book List Dinosaur Interactive Folder Dinosaur Alive Fieldtrip Booklet
Dinosaur Alive! Resources
Post‐Visit Activities
Planning the Visit
Overview
Erase the Mindbugs o Mindbugs are misconceptions about science that can be debugged on a trip to Kings Dominion! Introduction to the Education Days Program Tips to Using the Manual
Park Activities
Page(s)
35 ‐ Appendix 2
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It’s not always easy to get rid of MindBugs, but math modeling and inquiry‐ based learning are a great way to start. Let’s have some fun and ERASE some of those pesky misconceptions at the same time!
MindBugs are misconceptions about science. Like real bugs, they seem to show up unexpectedly and hide in the strangest places. Just when you think they are gone, they show up again. Like computer bugs (viruses), MindBugs grow and migrate. If they hang around too long, MindBugs can cause serious trouble.
You cannot get rid of a MindBug by talking to it.
You have to DO something to debug the misconception.
With the activities provided in this manual and a trip to Kings Dominion, you can have fun debugging some common MindBugs. It’s time to gain better insight into how science, technology, engineering, and mathematics work together to make really exciting adventures in the park.
Keep an eye out for MindBugs through the activities. You can’t debug until you which MindBugs are getting in the way. 3
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Education Days At Kings Dominion
Kings Dominion is excited to be your larger‐than‐life laboratory on Math & Science Day. We know learning experiences that allow students to apply the skills and concepts they are learning in the classroom engage students at a deeper level and help them retain information longer. That is why we have worked with many educators to create a resource kit that allows teachers and students to get the most out of the on‐site trip. You may duplicate materials, up to 2 per student for the duration of the school year, in this manual for use in conjunction with Math and Science Day. None of the materials should be reposted or republished without expressed written consent from Kings Dominion. All Rights Reserved. Copyright ©2012.
Utilizing this Resource Manual This manual is intended to help you get the most out of the Math and Science Day experience. After providing some documents to assist you with the administrative tasks associated with field trips, you will find a variety of activities for your students to do before, during, and after coming to the park. It is made to be flexible so that you can tailor the work to match your objectives and the needs of your students. Depending on the activities you assign, students may need to prepare some simple measurement instruments. Instructions on how to create these tools are included. In addition, there are bulletin board ideas, interactive folder ideas, and a booklist that can be used to further build the excitement of students. We hope you and your students have a great time at Kings Dominion and benefit from this unique learning experience!
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Preparing Your Students Your students should come prepared with the following items: An admission ticket and a lunch ticket (if purchased) for each student. o If the student did not purchase a lunch ticket, he/she will need to bring a packed lunch. Some food places will also be open for the students to purchase a meal. The ride packets and assignments that have been selected, along with the tools needed to complete these packets. They may also need a calculator, watch, triangulation instruments, and accelerometer. A writing utensil and scrap paper. A self‐sealing storage bag is helpful to carry the supplies and keep them dry on water rides!
Helpful Tip: Provide each chaperone a backpack of supplies for use throughout the day.
You should remind your students that although they are not at your school building for the day, all school rules apply and all of Kings Dominion rules are in effect. They should expect the park to be crowded; there may be lines to ride the rides assigned in the packet. Helpful Tip: Stress to students that many of the measurements can be done by observing the ride from nearby, allowing them to complete much of their packets before they actually ride the ride.
It is suggested that teachers collect student ride packets as they board the bus to leave Math and Science Day. This lets the students know they must complete the packets while in the park. It is your decision about how and if to grade them.
What is the Teacher’s Role at Math and Science Day?
With all of the preparation work behind you, the time has come to walk into the front gate of Kings Dominion. We know you have logged many hours and that you are eager to enjoy the experience. You play a critical role in Math and Science Day. It is essential that you be with your students throughout the experience to engage them in discussion, guide their work, and answer questions they might have in the park. If your group is divided among chaperones, create a plan that allows you to spend time with each one so they can get the benefit of your specialized insights. We know it will be exciting to share the experience and watch them apply many of the principals, concepts, and skills worked on in class! 5
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Teacher Overview Plan – Plan ahead to arrange buses, chaperones, parent permission forms, activity sheets, tickets, lunch, snack, directions to the park, parking information, and other related details.
Relevance – Lay the groundwork for the visit by emphasizing the connection between what students will experience at the park with the science and math content they are (or will be) studying in the classroom.
Safety – Review all of the safety precautions before your group visits the park. Use the Find it on the Map! Activity provided to locate where the first‐aid stations are located. Do not allow students to take cameras or other loose objects on the rides. Have the adult in charge of each group hold these objects.
Adult Helpers – Take as many adults along as possible. Using the experience as a parent‐child adventure has proven very effective. For upper elementary students, a ratio of one adult for every five students is desirable. For lower elementary students, a ratio of one adult for every three students is the goal. Before the trip, familiarize all adults with the purpose of the visit and the expectations on the bus and in the park.
Schedule and Locations of Rides – Depending on the age of your students, you may want to use the map activity provided or create one yourself to orientate students to the park. Decide, in advance, where and when the entire group will meet for lunch and for departure.
Behavior – Students should be reminded of school and park rules (on and off the rides). Do not encourage them to try any experiment that could pose a danger to themselves or others. In advance, divide your large group into smaller groups. You may even want to assign students within the small group a “buddy.”
Ride Safety – Kings Dominion provides for the safety of their visitors in many ways. Before visiting the park, discuss the safety measures that ride operators observe, safety features of the rides, and safety measures that riders can take to ensure a safe and enjoyable ride. Discussion should include safety checks that the ride operator makes before starting a ride, such as checking all lap bars and safety harnesses fit properly and that all loose objects are secure. Point out the dropping objects from a ride can be VERY dangerous. Also, stress that they must remain seated at all times.
Fear of Rides – There is something for everyone at Kings Dominion. Students should be encouraged to try all of the rides, but do not force or pressure them into riding one that is frightening to them. Usually a student can overcome this type of fear by trying one or more of the following: Taking deep breathes and relaxing during the ride Thinking about other pleasant experiences while waiting for the ride to start Riding a smaller version of the ride first Ignoring fears by concentrating on making observations
Motion Sickness – Circular motion rides sometimes cause physical symptoms. Advise students who typically experience motion sickness in the car or on buses to avoid these types of rides. 6
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Message to Students from Dear Students: The staff at Kings Dominion has created a special day just for students and their teachers. Each year Math and Science Day grows to include more students. You will get to apply many of the math and science skills and concepts learned at school during this fun problem‐solving day.
Your teacher will have instructions for you about ride packets and problem‐solving challenges. Answer each question as well as you can and remember to show all of your work! Your teacher will want to know HOW you solved each problem and not just the answer. Work together, ask questions, and have FUN!
Helpful Tip:
While the ride operates, punching buttons on a watch to time something and reading numbers will be difficult. Think about timing the ride while you are waiting in line!
None of the challenges you have been assigned will ask you to do anything that breaks the park rules. Those rules – and the ones set by your school – are in place for your safety. Please obey ALL park rules during your visit. What to Bring? Admission ticket
Lunch ticket (if purchased)
Ride Packet Assignment
Tools to complete packet
Self‐sealing storage bag
Money (optional)
Positive attitude and willingness to learn!
Dress appropriately (hats and sunglasses should have tethers)
We can’t wait to see you on Math and Science Day at Kings Dominion. Have fun. Be safe. See you soon! Sincerely, 7
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Sample Permission Slip On ___________________________, students participating in the trip to Paramount’s Kings Dominion for Math and Science Day will leave ____________________________________________ school at ______ a.m. and return that day at approximately ______ p.m. The cost for the trip will be $______, which covers the ___________________________________. The faculty advisor/sponsor is _____________________________. This agreement, when signed, informs those concerned that the following stipulations are understood and agreed upon before departure.
1. 2. 3. 4.
Each student is responsible for following the assigned schedule. No student is to engage in any activity that might endanger safety or cause property damage. No alcoholic beverages will be brought on to the busses or consumed on the trip. No drugs (except those prescribed by a doctor and accounted for by school personnel) will be permitted on this trip. 5. No tobacco products are to be used on site. 6. Any violation of school district policy will result in the appropriate disciplinary action.
This agreement is meant to alleviate any misunderstanding that this trip is merely a vacation or a party. On the contrary, it is an opportunity for students to apply math and science in a meaningful and enjoyable way. Your signature below indicates that you have read and understood this agreement, and that you would like to participate in this experience. Please have your parent(s) or guardian(s) read this agreement and sign it. Signatures are required before space is reserved for you on the bus.
IMPORTANT NOTES:
NO student is required to go on any particular ride in order to get full credit. An alternative activity will be provided for those who are unable to attend. Please list any medication currently prescribed or routinely taken in the space below. Please note any medical information, such as bee sting allergies, that might be needed in the space below.
Medical Information: __________________________________________________________________ Student Signature: __________________________________ Parent/Guardian Signature: __________________________________ Daytime phone number(s) where parent/guardian can be reached during the trip: ____________________________________________________________________________________
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Teacher Organization Checklist Item Administrative Tasks
√
Date Completed
School authorization obtained and/or field trip request approved Permission slips issued with deadline
Fees collected [receipt provided ]and turned in to financial secretary Chaperones selected and approved Office personnel notified
Assignments selected and packet made
Schedule prepared and disseminated
Bus company contract completed, with cancellation and payment details
Contact person for scheduling identified Name __________________________________
Bus payment made
Bus arrangements confirmed
Seating assignments/chart made
Instrument packets and student activity packets created
Student activities selected and packet created
Packets copied
Pre‐visit classroom work conducted
Park and field trip guidelines reviewed
Park packet shared and activities discussed with student expectations
Lesson plans provided for those students not attending
Ride safety discussed
School newspaper invited
Announcements created
Admission (lunch, if applicable) ordered
Transportation Tasks
Number/email ____________________________________________
Instructional Tasks
Optional Tasks
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Student/Chaperone Information Permission Slip Name
YES
NO
Transportation FROM TO PARK PARK Bus Car Bus Car
Group #1 – Chaperone: 1
2
3
4
5
Group #2 – Chaperone: 6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Group #3 – Chaperone:
Group #4 – Chaperone:
Group #5 – Chaperone:
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Student Accounting Form Student
Tickets Paid
Season Pass
To Park Bus/Car
From Park Bus/Car
Contact Phone # and/or Parent Comments
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
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Chaperone/Teacher Assignments and Accounting Chaperone: # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Student
Assigned Bus #: Phone Number
Tickets [Free/Paid]
Teacher and Chaperone Admission: One (1) free ticket for every ten (10) tickets purchased. Additional chaperones/teachers should purchase the admission tickets and be included in your ticket order. Teachers, remember to count you as one of the people that need to be covered by a free ticket. Only bus drivers are not required to be covered by 10 ticket orders. Bus drivers will be given their tickets at the parking lot toll plaza. 12
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Bus Arrangements Teacher_______________________ Class ________________ Bus Sign: _____________ Chaperone (1) ______________________ Chaperone (2) ________________________ Assignment/Accounting Procedure: 1. Assign students to the Bus Assignment list. 2. Staple completed permission slips to this chaperone form. 3. Students not returning on the bus should have that information posted on the permission slip. “X” out the “Depart Park” column across from the student’s name to show the chaperone that this student is not expected to return from the park on the bus. Make sure students and chaperones understand this procedure. Review the list before leaving. 4. Make sure students know their bus assignment and that it will be necessary for them to check‐in each time the bus departs. If fewer bused students will be returning, make sure they know their returning bus number. Chaperones/teachers should make sure the correct paperwork is given to the returning buses so that no one is left at the park. 5. Give this form and the permission slip to the bus chaperone. Note: A clipboard with pen/pencil attached will make signing‐in and out much faster. 6. It is the duty of the chaperone to see that each student is present before the bus departs. A headcount should be taken before the bus in allowed to depart. 7. Students who are listed, but do not report to the bus for the school departure, should be marked absent by drawing a single line through their name. Chaperones should report student absences to the teacher before leaving the school so that it may be reported to the attendance office. After completing the trip, all Bus Assignment materials should be returned to the teacher. 13
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Debug the MindBugs For Better Understanding Ask students to write down their prior understanding of each subject. You will be amazed at some of the naive assumptions that surface. Knowing what MindBugs you need to erase makes the job easier. You can debug your students with multiple representations, inquiry‐based lessons, and math models. Kings Dominion Possible MindBugs Ride “Misconceptions” Dodgem Bumper Cars Family ride
Eiffel Tower Attraction
Wave Swinger
The Anaconda Roller coaster
Carousel
I’ll stop when the car stops. That is why I don’t just fly out the windshield every time we stop at a red light. A leaf falls more slowly than a log, so light things must fall slower than heavy things. When I spin in a ride, I get thrown out by centrifugal force.
I go to the park to feel speed. I always know when I am going fast: I can feel it. Carousel horses all go the same speed because they are on the same platform.
Can You Find the Scientific Fact?
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Teacher Support Find it on the Map! Pre‐Visit Activity When booking your visit to Education Days, request a class set of park maps to reinforce map and geography skills, plan your time in the park, and identify important places (ex., first aid stations, meeting locations, etc.). This hands‐on and real world experience in maps will engage them at a deeper level and help students see how useful the skills are in life. The following are just a few things you can do with your set of maps: 1. Create‐a‐Grid Give each student a park map. Have students create their own grid system (1 inch or larger increments) and label with letter (left) and number (bottom) coordinates. This will allow students to identify the approximate location of places and objects around the park. Quiz them on the places you want them to visit on the field trip or locations they should identify (ex., first aid stations, rest rooms, specific rides). Ask students to play “Stump Your Neighbor.” The student writes a clue to a secret location and shares it with his/her partner to see if they can get the answer. See who gets to three “stumps” first. SOLs: HSS 3.5, Math 3.9 2. Plan Your Team Route After assigning students to their small groups and chaperone for the field trip, ask them to plan how they want to walk the park. They should start at the main gate and direct the group where to go based on geographic coordinates (Create‐A‐Grid Activity) and directional terms. Add certain parameters, such as the lunch location and time or the number of rides they should be able to do in a day. A sample chart might look like: Starting Next Stop Description of Route to Destination # Location Main 1 Entrance 2
The completed charts can be judged on accuracy, meeting any additional requirements, and use of time. The “best in show” could be the one the group uses on the field trip! SOLs: HSS 3.5, 3.6
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Teacher Support Gift Shop Goodies Pre‐Visit Activity There are a number of ways to integrate math and budgeting. Use these questions to get you started.
The Dinostore Jumbo Dinosaur Pencils = $2.99 each. T‐Rex Mask = $5.99 Dinosaur Ring = $1.49 Twisty Straw Dino Cup = $4.99
1. Use your estimation skills to choose 5 items that would total less then $20.00. List those items:
Dino Drawstring Backpack = $8.99 Stegosaurus Stuffed Animal = $8.99
_________________________ _________________________ _________________________ _________________________ _________________________
Dinosaur on a Leash Stuffed Toy = $9.99 Dinosaur Toy Bubble Gun = $11.99 Replica Raptor Claw = $2.99 “Jurassic DNA” Candy = $1.99 Dinosaur Hunter Helmet = $14.99
2. Which of these would cost less – a. A Twisty Straw Dino Cup and T‐Rex Mask OR b. A Dinosaur Toy Bubble Gun? Show your work here: 3. How much change would you get back from a $10 bill if you purchased Jurassic DNA candy, a Replica Raptor Claw, and a Jumbo Dinosaur Pencil? ___________________________
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Single‐Page Student Activity – Option #1 Directions: Complete this worksheet as you go through the park today.
RIDE SAFETY
Find at least three safety features at the Park but try for as many as you can find! List them on the back of this sheet and explain how each feature keeps the rider safe.
CAREERS AT THE PARK [SOL: HSS 3.7]
There are many types of jobs that people do to create a positive park experience. Identify the jobs you observe being done and note those on the back of this sheet. Can you think of any jobs that help the park operate that you cannot see? Write those down on the back, too.
SENSING MOTION [SOLs: Sci. 3.1 h, k, m; 4.1 e, m ; 4.2 ; 5.1 I, k] Name of the Ride Description (how your body feels while (what ride were you on when on the ride) you felt this way) 1. You feel pressed into the
seat. You feel heavier than normal. 2. You feel as if you are rising out of your seat. Your stomach feels as if it is in your throat. 3. You feel pushed back into your seat. Head and shoulders may move backward. 4. You feel pushed forward against the safety harness. Head and shoulders may move forward. 5. You slide sideways across the seat. Your shoulders may be pressed against the side wall of the car or your partner.
Where on the ride did you experience what is described?
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Single‐Page Student Activity – Option #2 Describe the motion of your head, shoulders, and chest during each type of collision. Head‐on Rear‐End T‐Bar Identify at least 5 simple machines inside the park and describe what you see and where each is located. [lever, wedge, pulley, wheel and axle, screw, incline plane] Name at least two water rides at Kings Dominion. Sketch the shape of the boat for each ride.
Dodgem Bumper Cars
Science in Motion
White Water Canyon
Watch some people riding the Anaconda. Use the diagram to answer the following questions: At which places is the coaster traveling the fastest? ____ slowest? ____ Where was the force between you and the seat strongest? ____ weakest? ___ Did you ever float out of your seat on this ride? _____ If so, where? ____ What did the ground look like when you were upside down?
Anaconda
Grizzly
Ride the Grizzly and rate the first three curves using the scale provided. Banking: A = not banked at all B = slightly banked C = steeply banked Speed: 1 = slow speed 2 = moderate speed 3 = fast speed
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Teacher Support Dodgem Bumper Cars Momentum Ride Category: Type of Ride: Objective: Key Terms: Science SOLs:
Family Rides Bumper Cars To predict what will happen when one object hits with another momentum, Newton’s Law of Conservation of Momentum 3.1 a‐b, g‐h, j‐k, m; 4.1 a, e‐h, k, m; 4.2 a‐d; 5.1d‐f, h‐k
SCIENCE BACKGROUND: The behavior of a car after it collides with another car is based, in part, on the Newton’s Law of Conservation of Momentum. The Third Law of Conservation of Momentum states that every action has an equal and opposite reaction. When two or more objects interact, there is a reaction for both objects that is equal and opposite. It infers that momentum can be transferred between objects, but the total momentum is never lost. The momentum of a moving object is the product of its mass (amount of matter) and its velocity (speed in a definite direction). For example, a blue marble crashes into a stationary red marble, the blue stops while the red marble moves away with the speed and direction of the blue marble. The momentum of the first object is transferred to the second object and momentum is conserved.
GET READY! [Prepare] Tell students that the action of two objects bumping into each other is often called an impact or a crash. Have students describe different impacts/crashes that they have seen related to sports, games, or automobiles. Tell students that they are going to observe some results of crashes. Place a doll or stuffed animal on the seat of a rolling chair (labeled A). Place a doll or stuffed animal on the seat of a second rolling chair (labeled B). You will simulate a head‐on, a rear‐end, and a t‐bar impact. Students will record their observations about the following: c) motion of car A’s passenger a) motion of car A b) motion of car B d) motion of car B’s passenger Students are often surprised that a passenger would be thrown forward in a head‐on crash and thrown backward in a rear crash. You many wish to explain that when a stationary car is hit head‐on, the momentum of the moving car is transferred to the stationary car but not to its passenger. Therefore, a stationary car hit head‐on moves backward. Its passenger feels as if he or she is moving forward but is really not moving at all. Likewise, as a stationary car hit in the rear moves forward its passenger feels as if he or she is moving backward but is not really moving at all. The passenger stays in place while her vehicle moves under her. Distribute toy cars and paperclips.
GET SET! [Predict] Help students make predictions about the affect of the different kinds of impact (rear‐end, t‐bar, and head‐on) in the bumper cars based on their observations of the crashes with the model cars. Roll model cars to simulate each type of impact. Record observations and make predictions about how your model will work for real people in the Dodgem cars. GO! [Test and Retest] Students should discover that the impact of the head‐on crash involving two cars traveling toward each other is much greater than the impact of a rear crash involving two cars traveling in the same direction. Test predictions by riding the Dodgem Bumper Cars and have student’s record observations. EXTENSION [SOLs: Sci. 3.1e, h; 4.1c‐d, I; 5.1b, g] Measure the distance an object moves after a collision or explore safety features.
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Student Activity Page Dodgem Bumper Cars Momentum
GET READY! Label a model car #1. Label a second car #2. Place #1 in the middle of the table. Roll #2 and let it go so that it hits the rear of #1. Make a drawing that shows what happens to each car. With one car in each hand, roll the two cars and let go so that they hit each other head‐on. Draw or describe what happens to both cars after they hit each other. Put a lightweight “passenger” such as a paper clip on the top of one car. Roll a second card head‐on into the first car. Describe in which direction the passenger falls after the impact. Put a lightweight “passenger” such as paper a paper clip on the top of #1. Roll #2 head‐on into #1. Draw or describe what happens to the passenger and cars after the impact.
GET SET! Make predictions about what will happen to real passengers in the Dodgem cars. Describe how the body will move during each type of impact. Head‐on: Rear‐end: T‐bar: Kings Dominion All Rights Reserved ©2012 20 MindBugs ©2006 Ten80 Education All Rights Reserved
Student Activity Page 2 Dodgem Bumper Cars Momentum
GO!
Test your predictions during the ride. Make sure you experience each of the following kinds of impact. Record the motions of your head, shoulders, and torso.
Head‐on Rear‐end
T‐bar
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Teacher Support Motion Rides Simple Machines Ride Category: Type of Ride: Objective: Key Terms: Science SOLs:
All Categories Motion Rides To identify simple machines in use throughout the park simple machines, force, inclined plane lever, wheel, axle, pulley 3.2 a‐d
SCIENCE BACKGROUND: A force is a push or a pull. A simple machine is a mechanical device that changes the direction or magnitude of a force. In general, they can be defined as the simplest mechanisms that use mechanical advantage (also called leverage) to multiply force. A simple machine uses a single applied force to do work against a single load force. Ignoring friction losses, the work done on the load is equal to the work done by the applied force. They can be used to increase the amount the output force, at the cost of a proportional decrease in the distance moved by the load. The ratio of the output to the input force is called the mechanical advantage. Many simple machines make work easier by changing the size or direction of a force being used to do work. An inclined plane, or ramp, makes it easier to move objects to higher or lower positions. A lever makes it easier to move or lift heavy objects. Wheel and axle works together to move an object across a surface. A simple pulley makes work easier by changing the direction of the force needed to do the work, so a pulley makes it easier to raise and lower objects. It can be used to separate two objects or portions of an object, lift an object, or hold an object in place. It functions by converting a force applied to its blunt end into forces perpendicular (normal) to its inclined surfaces. A screw can convert a rotational movement to a linear movement, and a torque (rotational force) to a linear force. For example, a screw rotates to force its way into wood.
GET READY! [Prepare] Have students find examples of machines in devices around the classroom. Suggestions might include the inclined plane inside manual pencil sharpeners, levers in a door handle or pulleys on a blind. Tell students that machines are devices that make work easier by changing the size or direction of a force. Remind students that a force is a push or pull on an object. Review the types of simple machines with visuals if possible. Tell students that complex machines are made up of simple machines. Take a walk around the school and look for other simple machines.
GET SET! [Predict] Discuss with students that they will be looking for examples of simple machines around Kings Dominion.
GO! [Test and Retest] Challenge students to find the most simple machines in as many places while visiting the park. Tell them that the concession stands and games are also a good place to locate simple and complex machines. EXTENSION [SOLs: Sci. 3.2] Discover simple machines in a bicycle. Build a machine toy.
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Student Activity Page Motion Rides Simple Machines
GET READY! Machines make work easier. Look around your school or home for objects that use each of these simple machines. Write the name of each object below the appropriate drawing. You may want to ask an adult for help on your search.
LEVER INCLINED PLANE
WHEEL AND AXLE
PULLEY 23
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Student Activity Page 2 Motion Rides Simple Machines
GET SET! Look at this drawing of the playground. How many simple machines can you find on the different pieces of equipment?
Name of Machine
Description
GO! You are now a Simple Machine Detective. Your goal is to find as many simple machines as possible at Kings Dominion. You can look at rides, games, shows, and concession stands. Write the names of each simple machine that you find and its location. [If you created your own grid coordinate map of the park, you can add the coordinates for bonus points!]
Simple Machine
Location
Simple Machine
Location
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Teacher Support White Water Canyon Buoyancy and Weight Ride Category: Type of Ride: Objective: Key Terms: Materials: Science SOLs:
Thrill Ride Water Ride To work with shape, weight, and buoyancy buoyant, variable, weight, scale, ounce, or gram modeling clay (not RoseArt), paperclips, bowl, water, digital scale 3.1 a‐b, e, h; 4.1 c, e‐k; 5.1 b, d‐i
SCIENCE BACKGROUND: Students create clay boats that float and hold the most weight (paperclips). Focus on non‐standard weight with transition to standard weight on a digital scale. Legend has it that while taking a bath one day, the Greek mathematician Archimedes made a tremendous discovery. As he lowered himself into the tub, he saw that water level rose. After thinking about this for a moment, he leapt from his bath and ran down the street, shouting “Eureka! I have found it!” What Archimedes saw has become known as the Archimedes Principle, or the Buoyancy Principle. This principle describes how an object immersed in fluid will be buoyed up by a force equal to the weight of the volume of the fluid displaced.
GET READY! [Prepare] Discuss the shapes of boats and other objects that float. A canoed is long and skinny but it floats. A raft is wide and shallow. Even though an ocean liner is enormous, it is able to float in the water. What helps it float? Students will work in groups to meet two different challenges. Issue the First Challenge: Create a “boat” that floats. Issue the Second Challenge: Create a “boat” that holds the most coins/weights. Each team discusses the best shapes for boats, and they make/test boats in small groups. Estimate the number of paperclips each boat will hold. Float each boat: add paperclips and count the number of clips each boat will hold before sinking. Teacher should perform the final “test” with some flair to add excitement. Plot the number of paperclips as “y” and shape of the boat as “x” on your graph. Look at the data. Analyze the data (discuss shape v. number of paperclips). Use the data to make new boats and add new data. Repeat. GET SET! [Predict] What boat shapes will students find at the park? How many people will each type of boat hold and what are the maximum weights for each type of boat?
GO! [Test and Retest] Draw the boat shapes found at the Park. Ask a technician or look at the warning labels to find maximum weights and number of persons allowed per boat.
EXTENSION [SOLs: Sci. 3.1 l, 4.1 l, 5.1 l] Build aluminum boats based on conclusions drawn during the clay boat challenge. What, if any, changes must be made to account for the differences in boat material?
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Student Activity Page Motion Rides Simple Machines
GET READY!
Your challenge is to create a clay boat that floats. Then, you will compete to have a boat that holds the most paperclips. To limit the variables in this experiment, choose one team member that will place the boat and paperclip for each trial.
GET SET!
What boat shapes do you expect to find at Kings Dominion? Draw them in the space below.
GO!
Check your predictions online [www.kingsdominion.com]. Identify at least two water rides at Kings Dominion. Sketch the shape of the boat for each ride.
1
Name of Ride
Sketch of Boat
2
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Teacher Support Anaconda Centripetal Force Ride Category: Type of Ride: Objective: Key Terms: Materials: Science SOLs:
Thrill Ride loop roller coaster (teardrop‐shaped vertical loop) To identify how force on an object varies as the object moves through a teardrop‐ shaped vertical loop force, gravity, kinetic energy, potential energy cups, water, string, marbles, poster board (optional) 3.1 a‐b, g‐h; 4.1 a, h, l‐m; 4.2 a‐d; 5.1 d‐f, h‐k
SCIENCE BACKGROUND: Modern loop roller coasters are different from earlier versions. Designers first planned a course that made a perfect circle, but then they realized there would be problems. As a car reached the top of the circle, the speed of the car would decrease, and the riders upside down would be in danger of falling out. As a car reached the bottom of the circle, the speed of the car would increase and the riders would be pushed down in their seats with great force, possibly causing injury. The solution was found by changing the shape of the loop. Today, loop coasters use special teardrop‐shaped loop called a Klothoid loop. The Klothoid loop has a gentle curve at the bottom, where riders are traveling the fastest, and the sharper curve at the top, where riders are traveling the slowest.
GET READY! [Prepare] Tell your students that they are going to investigate what happens when an object goes around the inside of the loop. Demonstrate with a cup, string, and water. Pierce the cup and tie your string through the cup to create a 24‐inch long string handle. Add a few tablespoons of water to your cup. Ask students what will happen if you start swinging the cup around in a loop. Demonstrate by carefully swinging the cup around in a vertical loop. [You will want to have practiced ahead of time.] Give each group a marble and hanging cup/string like the one you used to demonstrate. Let each group try the demonstration themselves. GET SET! [Predict] From their observations, students should be able to predict that they will not fall out of the loop coaster at the top of the loop. You may wish to explain the term centripetal force. Centripetal force is an inward force that causes an object to move in a circle. This is the force that keeps the marble at the bottom of the cup when it is being whirled in a circle. Centripetal force is also the force that keeps a rider in the coaster car as the car travels upside down in the loop. Explain that the coaster rolls downhill by itself because of gravity. Gravity is the force that pulls, or attracts, objects toward one another. Just before the loop, gravity’s attraction will feel strongest.
GO! [Test and Retest] Reassure any fearful students that they do not have to ride the loop coaster. It is helpful to pair coaster riders with non‐ riders to complete the activity sheets. Tell students to compare their coaster experience with the sensation of swinging on a swing set.
EXTENSION [SOLs: Sci. 3.1 l; 4.1 l; 5.1 j] Make a model loop coaster using poster board and marbles.
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Student Activity Page Anaconda Centripetal Force
RIDE STATS Number of trains Cars per train Hourly capacity Ride time
2 7 1,400 riders 1 min, 48 s
TRACK FACTS Lift hill rise Lift hill run Lift hill angle Corkscrew length Corkscrew height
128 ft 274 ft 25° 156 ft 25 ft
GET READY! Mark the edges of your cup like the numbers on a clock (12 at the top, 6 at the bottom, 3 and 9 on opposite sides). Punch holes at 3, 6, 9, and 12. Tie equal lengths of string to make a pendulum using your cup. Place a marble in your cup. Step at least 5 feet away from other people and carefully begin to twirl the cup vertically just like the person in this picture. Swing quickly, then slower and slower. How does the speed of your swing affect the marble?
GET SET! Imagine that you are at the top of the loop on the Anaconda. Underline the sentence that best describes what you think will happen. 1. The lap bar will keep me from falling out. 2. I will be pushed into the seat. 3. I will be pushed forward in the seat. Kings Dominion All Rights Reserved ©2012 28 MindBugs ©2006 Ten80 Education All Rights Reserved
Student Activity Page 2 Anaconda Centripetal Force
GO! Watch some people riding the Anaconda. Use this diagram to answer the questions that follow. At which place(s) is the coaster traveling fastest? ____________ At which place(s) is the coaster traveling slowest? ____________ What causes the coaster to change speed? ___________________________________________________ Where was the force between you and the seat strongest?
___________
Where was the force between you and the seat weakest?
___________
Did you ever float out of your seat on the ride at any point on this ride?
__________
What did the ground look like when you were upside down? Describe it in the space below.
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Teacher Support Grizzly Why Coasters Don’t Fly! Ride Category: Type of Ride: Objective: Key Terms: Materials: Science SOLs:
Thrill Ride wooden roller coaster with several banked curves To identify the relationship between the banking of a curve and the speed of an object making a curve banked curve magazines, paper, glue, deep plastic bowl, small ball 3.1 a‐b, g‐j, k; 4.1 a‐b, e‐f, I; 5.1 d‐i
SCIENCE BACKGROUND: Roller coaster tracks have banked curves, or curves that are titled so that they are higher on the outside of the curve than on the inside. A banked curve produces two forces that cause a coaster car to turn. One force keeps the car from moving higher towards the outside of the tracks the other force keeps the car from moving lower, towards the inside of the track. The result of these two forces acting against each other causes the coaster car to turn. Steeply banked curves allow the coaster car to travel at higher speeds than do curves that are slightly banked or not banked at all.
GET READY! [Prepare] Have students use discarded magazines to collect pictures of racetracks for automobiles, bobsleds, and bicycles. Display the pictures. Point out that curved tracks are titled upward, or banked. Tell students they are going to investigate how curves are banked. Have the students work in groups. Give each group a large, deep plastic bowl and a table tennis ball. Students should observe that the faster the ball moves, the higher it rises in the bowl. Help students conclude, then, that the faster a roller coaster car travels, the more steeply a curve must be banked.
GET SET! [Predict] Students should observe that curve A is titled more than curve B. Remind students of their observation of the ball in the bowl. Students should then predict that the more tilted curve is designed for faster moving cars. Discuss why it is critical that curves be banked. Point out what happened to the ball on the plate when the ball moved fast. Students should infer that a faster‐moving roller coaster car would fly off the track if the curves were not banked. Tell students that they are going to look for banked curves on a roller coaster. Distribute bowl, plate, and ball set. GO! [Test and Retest] In this activity, students are going to observe the banking and speed of three curves while riding the coaster. They will collect their data on a chart. If students wish to rate more than three curves, have them continue the chart on the bank of this activity. Data for curves that can be observed from the ground can be collected without riding the coaster.
EXTENSION [SOLs: Sci. 3.1 l; 4.1 l; 5.1 j]
Create a papier mache banked curve and test various objects. Invite a visitor to speak about highway safety.
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Student Activity Page Grizzly Why Coasters Don’t Fly!
RIDE STATS
Height Drop Length Max Speed
87 ft (27 m) 84 ft (26 m) 3,150 ft (960 m) 51 mph (82 km/h)
GET READY! Place a table tennis ball inside a large, deep plastic bowl. Keep the bowl upright while moving the bowl in circles slowly, slightly faster, and very quickly.
Motion Slowly Slightly faster Very quickly
Speed of Ball
Location of Ball in the Bowl
Repeat the sequence using a flat plate instead of a bowl.
Motion Slowly Slightly faster Very quickly
Speed of Ball
Location of Ball on the Plate
GET SET! CIRCLE the curve that seems to be designed for INSERT PICTURE HERE
faster‐moving cars. What do you think would happen to a fast‐moving car on a non‐banked track? ___________________________________________ ___________________________________________ 31
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Student Activity Page 2 Grizzly Why Coasters Don’t Fly!
GO! Choose a partner. Ride the Grizzly with your partner and rate how much the first three curves are banked. Have your partner rate the speed of your car around each curve. Use the Rating Scales below. For example, a float curve on which the car travels slowly would be rated A‐1.
Banking: A = not banked at all B = slightly banked C = steeply banked Speed: 1 = slow speed 2 = moderate speed 3 = fast speed
CURVE RATINGS Curve
Banking
Speed
First
A B C
1 2 3
Second
A B C
1 2 3
Third
A B C
1 2 3
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Teacher Support Debug the MindBugs Post‐Assessment Post‐Visit Activities After the visit to Kings Dominion, you will want to refer back to the MindBugs activity and ensure the scientific facts are clear.
Kings Dominion Ride
Can You Find the Scientific Fact?
There are many forces involved here. It is difficult to sit in a seat and not apply forces to the floor or door handles with our muscles. Maybe it is easier to think of an object sitting on the seat instead. If you place an object on the seat ‐ sometimes it slides, sometimes it does not. This all has to do with the force of friction between the object and the seat. When the car comes to a stop, it must undergo Dodgem acceleration (change in velocity). This will require a force ‐ in this case the friction. If the Bumper Cars acceleration is small because the TIME to change the velocity was large, than the force of friction only Family ride needs to be small ‐‐ so the object may not move. If the acceleration is large because TIME is small (a sudden stop), than the force must also be large and the force of friction may not be enough to cause the same acceleration that the car has and the object will continue to move forward when the car is stopped. This is true if you have air resistance. But in the absence of air resistance ‐ ALL objects fall at the same rate. Take a book and drop it with a tissue. The tissue falls much slower. This is because the Eiffel Tower force of air resistance on the tissue is enough to overcome the tissue's weight and it falls with no acceleration. If you take the tissue and place it on top of the book so that there is no air in direct Attraction contact with the tissue, it will fall just as fast as the book. The book "blocks" the air from the tissue. If the tissue fell slower, it would have lifted up from the book ‐ it doesn't. Test it out. No, you stay in the circular path because of the forces pulling you towards the center. Swing something in a circle. When it is released, it will fly away from the circle to go tangent to it. It is only with pulling towards the center of the circle, that you keep the object from going out ‐‐ Newton's first law ‐ all objects maintain their motion unless acted on by a force. The object wants to go in a straight line ‐‐ so to make it move in a different direction in order to go around in a circle, you must push it Wave Swinger towards the center. Try taking a ball and rolling it along a straight line. At the end of this line, have a large circle laid out with some tape on the floor. Using a broom or stick, keep the ball in along the line of the circle. In order to do this, you must push IN not OUT. Also ‐ there is no such force as centrifugal. It is just the reaction you feel to being pushed IN. The ball would feel like IT is pushing ON the broom in an outward direction.
The Anaconda
This one is scientific fact!
Carousel
Carousel horses all go the same speed because they are on the same platform. But some are moving while on this platform. So, they may go faster and slower depending on how they move relative to the platform. You can only "feel" forces. Motion is relative. You can ride in an RV and cook dinner, watch TV, and play a game as if sitting in the living room because everything on the RV is moving with the same speed. So, there is no motion relative to each other. If you look out the window at the road and the trees, you would say you are moving very fast. But, you are really talking about how far away you are from a reference point. The rate at which the change happens is speed. Of course, at an amusement park, you see everything around you moving as you ride so you can tell that you are moving fast. You also feel the air resistance which will increase with speed.
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Teacher Support Extend the Visit Post‐Visit Activities There are many ways to extend the learning after your visit to Kings Dominion. Capitalize on the energy and excitement of the students with one or more of these activities. CAREERS AT THE PARK [SOL: HSS 3.7] If students did not do this particular activity at the park, spend a few minutes seeing what types of jobs they observed being done while on the trip. Write responses on the board. After a few minutes, ask students to name jobs that help the park operate that you cannot see and add to the list. Although there are many ways to sort the answers, one is to classify them into a T‐chart. Sample Chart and Responses BEHIND THE SCENES FRONTLINE WORK Architect Safety engineer Business manager Maintenance Building Engineer Landscaper Accountants Shop managers Electrician Artist Food vendors Ride operators Plumber Painter Cooks Security
Assign each student (or pair of students) one of the careers identified to research on the Virginia Education Wizard [https://www.vawizard.org/vccs/CareerBrowse.action]. Once students type the career in the search box, information is generated on the level of education needed to get this type of job and the skills associated with the job. Give students specific things to look for on the list of skills (ex., mathematical reasoning, oral expression) or get the top few skills. Allow for time at the end of class or the following day to debrief the findings.
JOURNAL WRITING
If the students already have a writing journal, give them time to log an entry focused on the trip. It can be a total free write or response to a prompt. A few examples are: o What was your favorite part of the day? Why? o If you could do the day over again, what would you change? o The principal doesn’t want to let students go to Kings Dominion next year. Write a letter convincing him it is an important educational experience and that future students must go.
SHARE OUT, SHOUT OUT! Have students meet in their field trip group. Assign each group one activity completed on the trip to organize a “share out, shout out” for the rest of the class. They can discuss the answers to the worksheet questions, review the type of ride it was, make connections between the curriculum (science and math) and the experience, or discuss why it was a great ride. After 10 minutes to discuss their presentation, each group should be given time to share. 34
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Teacher Support Dinosaur Booklist Pre‐Visit Activity There are a wide variety of children’s books related to dinosaurs that can be used as a pre‐visit activity if you are able to take advantage of the Dinosaur Alive package. As with any reading material, teachers should read the entire book to determine whether or not it is appropriate for classroom use and meets the planned objective. These are a few to get you started. Barton, Byron. Bones, Bones, Dinosaur Bones. New York: T.Y. Crowell, 1990. Print. Butterworth, Oliver. The Enormous Egg. New York: Little, Brown Young Readers, 1993. Print. Cole, Joanna, and Bruce Degen. The Magic School Bus in the Time of Dinosaurs. New York: Scholastic, 2009. Print. Davis, Kenneth C., and Pedro Martin. Don't Know Much about Dinosaurs. New York: HarperCollins, 2004. Print. "Free Creation Based Dinosaur Unit Study." Homeschool Share. Web. 17 Feb. 2012. . Gurney, John. Dinosaur Train. [New York]: HarperCollins, 2002. Print. Jenkins, Steve. Prehistoric Actual Size. Boston: Houghton Mifflin, 2005. Print. Mitton, Tony, and Guy Parker‐Rees. Dinosaurumpus. New York: Orchard, 2002. Print. Penner, Lucille Recht., and Peter Barrett. Dinosaur Babies. New York: Random House, 1991. Print. Prather, Mary. "Discovering Dinosaurs ‐ A Unit Study/Lapbook Tour." Homegrown Learners. Web. 17 Feb. 2012. . Willems, Mo. Edwina, the Dinosaur Who Didn't Know She Was Extinct. New York: Hyperion for Children, 2006. Print. Zoehfeld, Kathleen Weidner., and Lucia Washburn. Dinosaur Tracks. New York: Collins, 2007. Print.
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Teacher Support Interactive Dinosaur Folder Mini‐Unit Activities If your group is going to take advantage of the Dinosaur Alive package, one way to build excitement and enhance the learning is to spend a few days creating an interactive folder. Use all of those provided or make some adjustments to meet the needs of your students. You may also want to save space for a post‐visit closure activity like the journal writing activity shown on the back cover. Materials: file folders (1 per student), cardstock (several sheets per student), handouts (as noted in activities), glue sticks, scissors, prong fastener (1 per student) Activities: The interactive folder would be created over the course of a few days with the activities listed below and found in the Appendix. As an activity or two are completed, the students add it to the folded manila file folder. To save paper, there are some graphics that have two or more to the sheet. Plain white paper is suitable or add colored cardstock for durability and visual appeal. Cover Dinosaur K‐W‐L Vocabulary Three‐Flap Foldable o Whether you begin this mini‐unit with one of the suggested books or not, you will want to preview the words extinct, fossil, and paleontologist. Dinosaur Timeline Pocket Dinosaur Timeline Template o Students often struggle to truly discriminate among different eras of time in the past. The three main historic eras for dinosaurs are millions of years ago, which makes it even harder to understand. The timeline in this folder is rather basic and merely highlights the twenty‐nine dinosaurs summarized on the Kings Dominion website. o Students will recreate the timeline from the Dinosaurs Alive page on the Kings Dominion website [http://dinosaursalive.kingsdominion.com] with the name of the era, the time, and one example. o Teachers can expand upon this concept by using an adding machine tape roll. Measure out three feet of tape (or other dramatic length) and determine an incremental scale the students can successfully measure [ex., quarter inch is 10 million years]. You could also do the dinosaur eras on one end, leave a large space to signify a significant expanse of elapsed time, and review previously studied people and events of the Common Era in more detail. 36
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Teacher Support Interactive Dinosaur Folder Mini‐Unit Activities Page 2
Where Did the Dinosaurs Live? o Students can take advantage of the great world map on the Dinosaurs Alive website to complete this geography activity. Map Your Way to Dinosaurs Alive o If you requested hard copy maps of Kings Dominion when you registered for Education Days, you will want to consider creating your own grid map (see page 15 in the Elementary Education Days packet). Otherwise, allow students to use the park map online to create their own map to plot how they would travel from the main gate to Dinosaurs Alive. Students should be required to use the symbols to include specific things on their map. Dino ABC’s o Print this sheet out on cardstock if you want to use it for multiple activities. Since dinosaur names are long and challenging, these cards can be used for practicing alphabetical order. If students do research (ex., average height and weight), they could use the data for different sorts (ex., lightest to heaviest). Carnivore or Herbivore? o After making the two‐flap foldable, direct students to glue the carnivore and herbivore label on the front of each flap. Under the flap on the left, the students could define the term. On the right side, the students can list a few examples of dinosaurs, what they ate, and describe their habitat. Post‐Visit Journal Writing
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Teacher Support Interactive Dinosaur Folder Mini‐Unit Activities Page 3 Sample Pictures: Front Cover
Completed Inside Activities
Left‐Side Close‐up Right‐Side Close‐Up
Back Cover
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Appendix
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A Day at Kings Dominion
A Day at Kings Dominion
A Day at Kings Dominion
What do you KNOW about dinosaurs?
K
What do you WANT to know about dinosaurs?
W
What have you LEARNED about dinosaurs?
L
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IMPORTANT TERMS
Directions: Create a three‐flap foldable of key terms by folding along the mid‐line and cutting along the dotted line. Cut out the three terms and definitions. Glue the term on the outside part of the flap and the definition inside.
FOLD HERE
EXTINCT
Species of living organism that is no longer in existence
FOSSIL
PALEONTOLOGIST
Remains of any living Scientist who works thing, which is buried with the life of past in the ground, replaced geological periods as by minerals and turned known by fossil remains to stone
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Dinosaur Timeline
Dinosaur Timeline
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Where did the dinosaurs live?
Complete the activity by using the resources in your classroom or going to: http://dinosaursalive.kingsdominion.com/dinosaursalive/dinos/map.cfm Label the continents and oceans Follow the link to the Kings Dominion map. Pick one dinosaur on 4 different continents and complete the chart Draw Your Own Symbol to Show Where this Dinosaur Lived
Continent
Name of the Dinosaur You Picked
1
2
3
4
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TITLE -
MAP LEGEND
Bathrooms
Food
First Aid
Walking Path
Albertosaurus
Allosaurus
Amargasaurus
Angustinaripterus
Apatosaurus
Apatosaurus
Baryonyx
Carnotaurus
Chasmosaurus
Deinonychus
Dyoplosaurus
Eotyrannus
Herrerasaurus
Irritator
Kosmosceratops
Mamanechisaurus
Mojoceratops
Monoclonius
Monolophosaurus
Ouranosaurus
Pachycephalosaurus
Pachyrhinosaurus
Parasaurolophus
Ruyangosaurus
Spinosaurus
Stegosaurus
Tenontosaurus
Tyrannosaurus Rex
Yangchuanosaurus
Tricerotops
Carnivore or Herbivore?
Directions: Create a two‐flap foldable for information related to dinosaurs diet. Identify a few examples of herbivores and carnivores. Describe their diets and the habitats where they lived under the flap.
FOLD HERE
HERBIVORE
CARNIVORE Kings Dominion All Rights Reserved ©2012
Write about your experience at the Dinosaurs Alive exhibit at Kings Dominion. Be sure to describe your favorite dinosaur, what you learned, and any special moments. If you were able to take a picture, don’t forget to leave space to glue it down! __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
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Habitat Diet Relative Location in Kings Dominion
____________________________________
Name
NAME ____________________________________ TEACHER
7
6
5
4
3
2
1
____________________________________ #
There are 7 dinosaurs hiding in Kings Dominion at different locations. Try and find them all and complete the chart!
Find the Dino’s
Field Trip Activity Guide Enjoy Your Adventure!
SCHOOL Teachers: Front and back copy this 8-page booklet for use on your fieldtrip.
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Page 8
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As you travel through Dinosaurs Alive, collect information on your Favorite 5 and complete the activities that follow!
SCENE 04: FLASH
Give three statements that explain what this fossil bed tells us about the existence of dinosaurs. [SOL 5.7c]
FLOOD
#2 Name___________________
#1
Name___________________ Ht. ________ Ht. ________
Wt. _______
Wt. _______ Diet____________________
Diet____________________ Habitat__________________ Habitat__________________ Location_________________ Location_________________
SCENE 05: T-REX FIGHT
#4 Name___________________
#3
Name___________________ Ht. ________ Ht. ________
Wt. ______
Wt. _______
Diet____________________
Diet____________________ Habitat__________________ Habitat__________________ Location_________________ Location_________________
#5 Name___________________ Ht. ________
Wt. ______
Diet____________________ Habitat__________________ Location_________________ Page 2
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Describe the community of plants and animals in this scene. Why are both the plants AND animals important to this ecosystem? [SOL 4.5b] Kings Dominion All Rights Reserved ©2012
Page 7
Chart Your Favorite 5 - don’t forget to label! Scene 1 - Pack Attack Which dinosaurs represent the predators and prey? [SOL 3.5]
Create a bar graph of the height or weight. You could also divide the space and chart both side-by-side.
What physical adaptations do these dinosaurs have that protects them from the dangers of a hunt? [SOL 3.4]
SCENE 02: PREDATOR TRAP
What evidence do you see in this scene to support the idea that the Allosaurus is a carnivore? [SOL 3.5]
SCENE 03: KIDS DIG SITE What conclusions can you draw from your exploration of this dig site? [SOL 3.1j, 4.1a,e, 5.1i]
OBSERVATION
INFERENCE
I see…..
So, I believe that….
I see….
So, I believe that…
I see…
So, I believe that…
Page 6
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Write two sentences describing what your data tells you about your favorite five. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ Kings Dominion All Rights Reserved ©2012
Page 3
Favorrite 5 + 5 Map Your Favorite 5 + 5
Label the oceans and continents
Draw a in the approximate location of Richmond, Virginia
Select a symbol and place it near the location of each of your Favorite 5 and five others
Answer the questions below
# 1 2 3 4 5 Page 4
NAME
LOCATION
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# 6 7 8 9 10
NAME
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LOCATION
Page 5
