Grade 2 Science

Optional Unit:Dinosaurs

Unit overview:

In this Optional Unit students investigate a variety of animals that lived long ago. They examine some of the ways in which evidence supporting the existence of dinosaurs is obtained.

They also extend their understanding of the concept of extinction by recognizing that plants and animals are threatened and endangered today, through a combination of natural and human-related reasons. By recognizing that these living things may cease to exist unless they are protected, students begin to develop an appreciation for the need to protect living things from those pressures which might otherwise cause them to become extinct.

Although various theories have been developed regarding the extinction of the dinosaurs, note that it is not necessary to explore them in the grade 2 program, since developing the idea of a theory is beyond the level of comprehension of the students. Developing the reasons for the endangerment of plants or animals provides a link to the idea of theories of extinction.

The destruction of habitats, due to a variety of causes, is one of the main reasons why some dinosaurs are believed to have become extinct. Long term climatic changes have also been identified as a possible reason for the extinction of dinosaurs.

Related units:

Suggested themes:

change, endangered animals, living things, the past (and the present)

Factors of scientific literacy which should be emphasized:

• A2 historic
• B1 change
• B4 organism
• C1 classifying
• C2 communicating
• C3 observing and describing
• F1 longing to know and understand
• F3 search for data and their meaning
• G1 interest
• G3 continuous learner

Common Essential Learnings foundational objectives which should be emphasized:

To use a wide range of possibilities for developing students' knowledge of the major concepts within science. (COM)

To promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects in meaningful contexts. (CCT)

To develop compassionate, empathetic and fair-minded students who can make positive contributions to society, as individuals and as group members. (PSVS)

Science foundational and learning objectives:

1. Describe some animals that lived on earth a long time ago .
   1. Describe how the earth might have been different a long time ago.
   2. Compare the skeletal structures of two or more different dinosaurs.
   3. Compare the skeletal structure of a dinosaur to a representation of that dinosaur as it might have appeared when it was alive.
   4. Compare the characteristics of meat-eating and plant-eating dinosaurs.
2. Recognize how information about dinosaurs is obtained.
   1. Explain how information regarding the bones, teeth, eggs, or footprints of dinosaurs have been left behind.
   2. Build a model to show how one type of fossil is formed.
3. Appreciate that animals and plants are endangered today.
   1. Explain what is meant by an endangered animal.
   2. Give an example of an animal that has become extinct recently.
   3. Identify several different types of living things that are endangered today.
   4. Give some reasons why certain plants or animals have become endangered.
   5. Suggest some ways in which people can help animals or plants that are endangered.

Important terminology for teacher reference

extinct Any plant or animal which no longer exists anywhere in the world. (i.e., Passenger Pigeon, Albertosaurus, Tyrannosaurus Rex, Dawson Caribou, Great Auk)

extirpated Any plant or animal no longer existing in the wild in a country such as Canada but found elsewhere. (i.e., Swift Fox, Atlantic Gray Whale)

endangered Any plant or animal which is not likely to survive unless immediate action is taken. (i.e., Greater Prairie Chicken, Kirtland's Warbler, Peregrine Falcon [subspecies anatum], Whooping Crane)

threatened Any plant or animal which is likely to become endangered if the factors affecting its vulnerability are not reversed. (i.e., Prairie Long-tailed Weasel, Burrowing Owl, Ferruginous Hawk, Peregrine Falcon [subspecies tundrius], Roseate Tern)

rare Any plant or animal which, because of its characteristics, or because it occurs at the fringe of its range, or for some other reason, exists only in very restricted areas in Canada, and is vulnerable to extirpation, but not necessarily threatened elsewhere. (i.e., Black-tailed Prairie Dog, Grey Fox, Plains Pocket Gopher, Caspian Tern, Cooper's Hawk, Prairie Warbler, Peregrine Falcon [subspecies pealei], Trumpeter Swan, Stemless Lady's Slipper [Cypripedium acaule Ait.], Showy Lady's Slipper [Cypripedium reginae])

de-listed Any plant or animal that was previously designated as being rare, threatened, endangered or expurgated, but no longer carries any of those designations. (i.e., The White Pelican, threatened from 1978 to 1986, has now been de-listed.)

downlisted Any plant or animal whose status moves from one category to a less-vulnerable category. (i.e., The Wood Bison, once designated as endangered from 1977 to 1987, is now downlisted.)