Some children love pandas, some love dogs, but many more love dinosaurs. At times it seems young children feel dinosaurs are “more real”—more interesting, more important, more present in their minds—than modern animals. “More real” might be an exaggeration, but details about dinosaurs are verbalized more often than those about most modern animals. They can tell you that “ a Troodon has three toes and one extra long sharp claw” and “a T.Rex has really big sharp teeth” but have difficulty describing the length or number of teeth or toes of a dog. (Just my perception, and not a result from any kind of survey, or maybe it’s my own prejudice, reflecting my interest in fossils.)
You can use this intense interest in dinosaurs to teach about how animal body shapes help animals survive in their environment. To get children to think about and research how dinosaurs lived, ask the children, “If you were a dinosaur, what kind of dinosaur would you be?” Open-ended questions about their dinosaur will encourage them to search and talk about details—“What shape were its feet? I wonder what its ears looked like, or why were its eyes on the sides of its head?”
Use the resources listed in this post and in the January 2010 Early Years column in Science and Children. Teachers and older students can use The Dino Database to learn how to pronounce dinosaur names and how they are grouped. Design activities or assignments that draw attention to details such as type of teeth, shape of feet, and fossil evidence for behavior such as living in herds or nest building. This directs their thinking to how the shape of the dinosaur and fossil evidence gives clues to how they may have lived.
Children reveal their understanding in their imaginative play. Do they have the toy Maiasauras construct nests and care for the babies, and have the carnivorous Coelophysis (also called “Rioarribasaurus”) eat only animals, and when pretending to be Diplodocus on the playground do they run in herds?
While learning about dinosaurs students can learn about the nature of science—how, with further study and new technology, new discoveries are made changing what we know about dinosaurs.
Here are some resources that will be of interest to you and your students.

Books about dinosaurs, nonfiction and fiction

• Dinosaurs, Amazing Dinosaurs: The Fiercest, the Tallest, the Toughest, the Smallest, and Amazing Dinosaurs: More Feathers, More Claws, Big Horns, Wide Jaws! all by Dougal Dixon (1998, 2000, and 2007, Boyds Mills Press). Details are easy to see in the large drawings about the variety in dinosaur bodies.
• First Dinosaur Encyclopedia by DK Publishing (2006, DK Children). With a timeline and fascinating details about specific dinosaurs, this book will help teachers and children alike make sense of the ever-expanding list of known dinosaur species—when and how they lived.
• How Do Dinosaurs Say Goodnight? and How Do Dinosaurs Say I Love You? series by Jane Yolen, illustrated by Mark Teague (2000, 2009, Blue Sky Press). No one is better than Jane Yolen at imaginative story telling, and children love to see themselves represented as the dinosaurs they imagine themselves to be. See if your class can identify dinosaurs such as the Kentrosaurus or Pachycephalosaurus outside of their usual habitat, and tell you what their bodies were able to do.

Resources about scientific work

• Watch “Uncovering Tawa hallae”, a 5 minute National Science Foundation audio slideshow about the discovery and analysis of the fossil of a Triassic, carnivorous dinosaur. Scroll down and click on “downloads” to print out cool photos of the fossil, the reconstructed skeleton, the Ghost Ranch fossil bed, and the paleontologist team.
• In Science News for Kids (11/19/09), paleontologist Jack Horner tells how fossils representing what were thought to be 3 kinds of dinosaurs were revealed by CAT scans to (probably) be only one kind, but at 3 different stages of growth, juvenile, teenager, and adult.
• When I was growing up, dinosaurs were thought to be slow moving animals that dragged their tails. The books we owned were, Dinosaurs (A Little Golden Book) by Jane Werner Watson, illustrated by William de J. Rutherfoord (Golden Press;1959), and a work of fiction, Danny and the Dinosaur (An I Can Read Book, Level 1) by Syd Hoff (1958, HarperCollins). Since then scientists have researched how animals balance and the type of stride that would make the fossilized footprints that have been uncovered—without an accompanying tail print—and determined that dinosaurs probably lifted their tails as they moved.
• Teachers can see lists of works with early illustrations of dinosaurs on these sites to use when searching for illustrations that represent out-dated ideas:
  • Vintage Dinosaur Book Web Page
  • Old Dinosaur Books
• What’s Wrong With This Picture? An Audio Critique: Listen to dinosaur paleontologist Thomas Holtz talk about tail dragging versus raised tails and other revisions on National Geographic. com

Activities to assess children’s knowledge about how dinosaurs related to their habitat

Build a diorama

Construct a
diorama based on research—picture research or text reading. Provide shoeboxes, small, accurate models of dinosaurs, plasticine clay to anchor the dinosaurs and paper to draw pictures of the appropriate habitat including food source. (Hint: trioramas can be made with a single sheet of paper if you do not have easy access to shoeboxes. See www.reallygoodstuff.com/pdfs/144012.pdf and www.mcsdk12.org/curr/WebQuests/Spider/Triorama.htm for directions.)

Write a poem

Write a poem about a physical characteristic of the chosen dinosaur explaining how the body part functioned to help the dinosaur species survive. Your students might be inspired by Jack Prelutsky’s Tyrannosaurus Was a Beast (illustrated by Arnold Lobel). Some language may be above most young children but those who love language will enjoy the challenging words such as “slaughtered”, “nibbled”, “perpetual”, and “morsel.”

Play a game

Play “I’m thinking of a dinosaur body feature that is for…” and have students call out names of dinosaur body features which fit the named category (eating plants, catching animals, keeping warm, running fast, balancing a big head, eating meat, hiding among plants, climbing, or other description that allows for many answers). For example, “I’m thinking of a dinosaur body feature that would help a dinosaur see well to hunt.” Possible correct answers: big eyes, eyes facing forward, good eyesight. Students could be asked to explain their answer and give an example of a dinosaur that shows that body shape.
Have a good time using dinosaurs as the topic for learning about how animal bodies are shaped to perform a particular function,
Peggy

A few years ago, I found some interesting background data for a professional development project I was working on–when elementary teachers were asked to name a specific science area that they would find difficult to teach, more than 60% mentioned physical science. And yet this is an area in which students can have a high interest level: electricity, heat, magnetism, chemical reactions, optics, or sound. If your resolution is to do a better job with physical science content, consider the articles in this December issue. Even if you teach at an upper grade level, these activities can be appropriate for students who do not have a strong background in physical science, especially in electricity and light. I really appreciate that the authors included photos of their students doing the activities and samples of their work.
This issue has links to SciLinks resources on Electricity and Light at the K-4 level. However, you’ll find a larger collection of resources if you go directly to SciLinks and use the keywords electricity and light for grades 5-8. Many of these would also be appropriate for younger students, and they also can give you some background information on the topics. I really like the activities offered by the Exploratorium Museum.
I was really intrigued by the possibilities of Shoe Box Circuits as a way for students to demonstrate their understanding of circuits. I shared this with a middle school teacher who is going to try it with her students, with the suggestions in the article for more advanced topics.
For resources related to this article and others, check out the Connections for this month’s issue, too. Even if the article does not quite fit with your lesson agenda or grade level, the authors provide ideas for handouts, background information sheets, blank data sheets, rubrics, etc.

The snow was lovely for me, arriving on a  Friday night after my children were home and  enough neighbors were in town to make the  shoveling more of a community gathering  than a huge chore.
I did wish that school was in session so I  could learn what my students would do with  20 inches of snow, an unusual amount for our  region and a first for their young lives.
I would have the children measure the snow depth around the playground using a stick and record the depth by drawing the length on paper, scoop snow and build up ramps for sliding mini-sleds (bowls) down, fill a measuring cup full of snow to take inside to see how much water is in one cup of snow, and dig down in the sand pit to see how the snow affected the sand. Would children work long enough to mound snow high enough (on the otherwise flat playground) for themselves to slide down?
Looking to northern regions I found suggestions for snow activities.

• From Wings of Discovery in Ontario Canada, a program developed by Let’s Talk Science to help children develop important skills while having fun exploring the world through science:
  • Take a walk in the snow with your child. Look for footprints made by animals and people.  Use a field guide to identify them if you wish.
  • Bring a dishpan full of snow inside for your child to explore. Talk about how the warm temperature inside causes the snow to melt.
  • Fill spray bottles with coloured water to colour outdoor snow sculptures.
  • When outside, point out the melting snow or ice and ask your child to tell you why it is melting.
• From Sheri Amsel’s Exploring Nature Educational Resource in New York:
  • Where Do Animals Go in Winter? Find information and beautiful scientific illustrations to answer your children’s questions.
• In the December 2009 Science and Children, the Natural Resources column, “Winter Secrets” by Valynda Mayes shares a list of in-print resources.

Speaking of in-print resources, reading aloud a fiction and a nonfiction book on the same day (or even same circle time if student attention allows) can help children relate new information to their own experiences. Try these books.

Nonfiction

• Snow and the Earth and Snow and People, both by Nikki Bundey (2000 and 2001, Lerner) which relate how snow is formed and how people live in regions with snow. The photographs support, and expand on, the text.

Fiction

• It’s Snowing by Olivier Dunrea (2002, Farrar, Straus and Giroux), tells of a mother who shares the joy of a snow fall with a very young child.
• The Big Snow by Berta Hader and Elmer Hader (2005, Alladin). Do you remember this 1949 Caldecott Medal tale of animals coming to the food put out by an older couple? Still in print because it’s so enjoyable.
• First Snow by Emily Arnold McCully (2003, HarperCollins) A mouse family goes sledding in this formerly, now nearly, wordless book with lots of detail in the illustrations to talk about.
• Snow by Manya Stojic (2002, Knopf). Forest animals remark on the coming snow and the various ways they will adapt their behavior to survive it.
• And of course, The Snowy Day by Ezra Jack Keats (1962, Viking), in which Peter explores a snowfall and tries to bring a small piece of it home.

So I’m hoping for more snow in January, enough to explore but not enough to close school. And if the children do not come dressed for the weather, I’ll bring the snow inside. How about you? Are you living where the children always come to school with boots, mittens, and hats, or where the only snow people are those made from marshmallows?
Peggy

Here in the Northeast, we had to dig our way through the recent storm, the most snow we’ve had in my neck of the woods for two years! I once hosted an exchange teacher from Australia in January (their summer break), who had never seen snow. Snowplows, snowblowers, snowshoes, and skimobiles were all new to her! She said it was very beautiful, “but we never realized that afterwards, one must shift it about.”
Even if you live in a part of the country that does not usually have to shift it about, snow can still be an interesting topic in a meteorology unit. In SciLinks, use the key word “Snowflakes” for grades 9-12. (It’s ok if you don’t teach at those levels–the sites have lots of photographs and ideas for many grade levels.) I really like the All About Snow site from the National Snow and Ice Data Center.
If the forecast includes the dreaded “wintry mix,” the precipitation section of the WW2010 site has diagrams that differentiate between rain, freezing rain, sleet, hail, and snow.
I saw a school the other day where the windows were decorated with “snowflakes” of eight sides. (I guess octagons are easier to cut out of paper?) For more realistic pictures, check out the photo galleries at Snow Crystals, created by a physics professor at CalTech. The photo at the top is from his site.
And if you have a copy of the book Snowflake Bentley in your classroom or library, check out the related resources on this photographer at the Buffalo Museum of Science.
My snowshoes and binoculars are ready for some winter birding over the holiday break. Best wishes to all!

Wondering if teaching about magnetism is appropriate for preschoolers, which chemistry activities can be safe for young children, what materials to provide for exploration of gravity, or how to raise butterflies?
This is a place to ask a question for other early childhood teachers to try to help answer. And for you to answer any questions posted by clicking on “Comment” below and adding your two cents, or more.
Thank you for doing science with young children,
Peggy

When I have a class discussion, it seems to be dominated by a few students or else no one raises a hand. How can I encourage more students to participate?
—Brenda, Warren, Michigan
I suspect every teacher has had class “discussions” turn into seminars with a few students while the others merely watch. Class discussion has a place as a strategy: debriefing after a lab investigation, reviewing, summarizing a lesson, elaborating on content, and assessing what students understand about a topic. A well-crafted discussion involves student-to-student as well as teacher-to-student conversations. However, students have learned that if they don’t raise their hands, the teacher probably won’t call on them or that some students will raise their hands immediately and monopolize the teacher’s attention.
At first, students may rebel against changing these traditions, so explain the reasons for using new strategies. While students may certainly raise their hands, you reserve the right to call on others, too, because you’re interested in what everyone has to say on the topic. You want to encourage more in-depth thinking, get a variety of viewpoints, assess student learning informally, and create a classroom environment where everyone’s questions and contributions are valued.
To call on students randomly or equitably, some teachers use cards or craft sticks with students’ names on them. A chemistry teacher I know uses a random number generator to select students. It is certainly acceptable to call on students who raise their hands, too. Asking a student to be the class scribe and write on the board/interactive board/overhead during the discussion can be another form of participation.
For questions requiring short answers, some teachers ask students to hold up individual white boards or pieces of paper with their response. Signals such as thumbs-up/down/sideways or “clap once if you agree” can provide an opportunity for all students to respond, and this can also be a formative assessment technique. Electronic response systems are an excellent way to get all students participating. You’ll also have a record of the responses. But I’m assuming by “discussion” you mean more than a question-and-answer drill, so you may also want to look at the type of questions or discussion prompts you are using and the type of feedback and comments you provide.

Another effective way to encourage participation is to use wait time. After you ask a question or pose a topic, wait four or five seconds before calling on a student. Some students (including those for whom English is their second language) may need time to compose their thoughts. The first time I tried this, I was astounded at the additional hands raised during those few seconds! Waiting is hard for teachers to do, but the “dead air” is actually thinking time, and research has shown that the students’ responses are often at a higher level of complexity. After a student’s response, use more wait time. During these few seconds the student may elaborate on the response, or another student may contribute. Before you respond, call on other students to follow up: “Do you have anything to add?” or “Do you agree/disagree?” To acknowledge those who did raise their hands, you can say “I noticed your hand was up, too. What were you going to say?”
How should you respond if you call on someone involuntarily who answers incorrectly or with “I don’t know”? Ask a few probing questions for clarification (perhaps the student did not hear the question). Rephrasing the question with different vocabulary may work or smile and say “OK, I’ll come back to you later.” Be sure to do so.
Encourage students to interact with each other by asking questions, elaborating, or disagreeing. The classroom arrangement may contribute to this type of engagement. If students are sitting in rows with their backs to each other, it may be hard to engage them in a lively discussion. For large group discussions, consider arranging the seats in a circle so that students can see each other. If you sit in the circle with them, it sends the message that all voices are valued. Another strategy is Think-Pair-Share, in which students think individually, then discuss the topic with a partner, and summarize or share their thoughts with the class.
It may take a little time for you and the students to adapt to a different kind of class discussion, so give yourself time to try new strategies and model the type of conversations you expect from the students.
Here are some additional resources:
Using “Think-Time” and “Wait-Time” Skillfully in the Classroom
Questioning
Think-Pair-Share
Discussion