How did dinosaurs become extinct?

EASTERSIDE ACADEMY Year 1 and 2 – How did dinosaurs become extinct?

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Memorable Experience  Hancock Museum National Curriculum PoS – History

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Events beyond living memory that are significant nationally or globally.

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The lives of significant individuals in the past who have contributed to national and international achievements.

National Curriculum PoS – Science Animals including Humans  Identify and name a variety of common animals that are carnivores, herbivores and omnivores.  Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).  Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).

Living Things and Their Habitats  Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Connect Explicitly connect to key concept revisited.

Exploratory areas -dinosaurs/fossils, creating a dinosaur world.

Books linked to dinosaurs.

Interest topic - built upon linked to children’s individual interests(R) Key Concepts Understand chronology / Evolution and inheritance Declarative Knowledge – History  Mesozoic Era – the ‘Age of Reptiles’ - Know the three different dinosaur periods – Triassic, Jurassic and Cretaceous.  Triassic Period  Jurassic Period  Cretaceous Period  Cretaceous–Paleogene Extinction Event (around 66 million years ago): The dinosaurs are wiped out; only avian dinosaurs (birds) survive.  Different theories as to why and how the dinosaurs became extinct – asteroid, volcanic eruption, poisonous gases, disease.  Who was Mary Anning and what is she known for?

Vocabulary Subject Specific (This may include some Tier 3) Extinct

Triassic

Jurassic

Cretaceous

theories

Declarative Knowledge – Science  Naming a variety of dinosaurs / living creatures.  Naming plants – ferns, monkey-puzzles, conifers, yews, pins.  Knowing the terminology linked to the dinosaurs diet – carnivore / herbivore / omnivore. How can you tell the diet of an animal / dinosaur? – animal teeth / stools.  The job of a palaeontologist.  Process of fossilisation: animal dies – soft parts of body decompose leaving the hard parts (like the skeleton) – this becomes buried by small particles of rock called sediment – layers of sediment build on top – sediment around the skeleton begins to compact and turn to rock – the skeleton is then dissolved by water seeping through the rock – minerals in the water replace the skeleton leaving a rock replica (fossil).

Vocabulary Subject Specific (This may include some Tier 3) Dissolved skeleton Palaeontologist fossil/s organism preserved fossilisation decompose sediment Minerals rock replica climate change volcano disease carnivore herbivore Dinosaur names including:- ichthyosaur, plesiosaur, Dimorphodon (Mary Anning discoveries).

Outcome: Dinosaur Museum for parents.

EASTERSIDE ACADEMY Tier 2

Year 1 and 2 – How did dinosaurs become extinct?

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Process particles compact remains surface theory reason explanation environment demise debate thrive extinct cause and effect classify differences examine inspect order research select test for comparing experiment speculate theorise compare conclude explain justify opinion Procedural Knowledge (Skills) History  Observe or handle evidence to ask questions and find answers to questions about the past.  Ask questions such as: What was it like for people? What happened? How long ago?  Use artefacts, pictures, stories, online sources and databases to find out about the past.  Identify some of the different ways the past has been represented.  Describe significant people from the past.  Describe historical events.  Place events and artefacts in order on a time line.  Use dates where appropriate.  Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.

Science  Ask simple questions.  Observe closely, using simple equipment.  Perform simple tests.  Identify and classify.  Gather and record data to help in answering questions.  Identify and name a variety of common plants, including garden plants, wild plants and trees and those classified as deciduous and evergreen.  Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.  Identify and name a variety of common animals that are carnivores, herbivores and omnivores.  Describe and compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, including pets).  Investigate and describe the basic needs of animals, including humans, for survival (water, food and air).

Revisit  On-going retrieval of what is not currently being taught.

Geography  World map  7 Continents / 5 seas  UK map  Geographical vocabulary linked to human and physical features near the sea.

Other Cross-Curricular Links DT – Use of mod roc / clay (making dinosaurs and dinosaur bones).

Art – Collage / sketch work.- (Links to focus Artist –Anthony Gormley (contemporary Art)-Angel of the North (links to visit-experience)-explore other metal sculpture to draw of dinosaurs Science – Volcanic eruption Outdoor Learning Opportunities Visit to Hancock Museum / Fossil hunt, archaeologist dig for bones.

Power of Reading Text Stone Girl Bone Girl by Laurence Anholt

Outcome: Dinosaur Museum for parents.