QUESTION:

How did the Troodon protect its eggs?

BACKGROUND RESEARCH NOTES:

• Dinosaurs are a lot like birds AND reptiles. They had feathers like birds and scales like reptiles and had babies in eggs just like both of them.
  Palaeontologists now think birds came from dinosaurs!
• Troodon is a small but fast dinosaur

FIELD NOTES:

• I scared off the Ozraptor by flapping my wings and squawking loudly - like a bird!
• I ran off with the egg to protect it from a T. rex chasing us - like a reptile!
• The egg hatched! The mama Troodon ran fast and brought her baby into a big herd of herbivores-- safety in numbers!

FOR TEACHERS / PARENTS:

• About the Episode: In this special, first episode of Dino Dana, Dana receives the magical Dino Field Guide from Trek (Dino Dan: Trek’s Adventures), who previously received it from his older brother Dan (Dino Dan). Dana completes her first experiment- How does the Troodon protect its eggs - through a combination of research in books, comparing dinosaurs to both birds and reptiles, and observing the dinosaurs her imagination brings to life!
• Extension Activity: Create your own Dino Field Guide at home! Design your own or print out these field guide pages to help your own “palaeontologist-in-training” embark on countless experiments - with both real and imaginary subjects! Encourage them to think of a question, research and record background notes on the topic, make a plan, record their observations, and conclude with a finding!
• Heart Moment: In this episode, Dana feels sad because her sister, Saara, won’t play Dinosaurs with her like she used to. Dana feels forgotten and alone. Can your child identify the moments that Dana feels sad that her sister won’t play with her? Have they ever felt this way? You can also use this as an opportunity to talk about why it is important for your child to include younger family members and friends when playing.

CURRICULUM EXPECTATIONS:

Kindergarten

• 1.5 Use language (verbal and non-verbal communication) in various contexts to connect new experiences with what they already know
• 1.6 Use language (verbal and non-verbal communication) to communicate their thinking, to reflect, and to solve problems
• 1.7 Use specialized vocabulary for a variety of purposes
• 1.8 Ask questions for a variety of purposes and in different contexts
• 2.3 Demonstrate self-motivation, initiative, and confidence in their approach to learning by selecting and completing learning tasks
• 4.1 Use a variety of strategies to solve problems, including problems arising in social situations
• 11.1 Demonstrate an interest in reading
• 13.1 State problems and pose questions in different contexts and for different reasons (e.g., before, during and after inquiries)
• 13.2 Make predictions and observations before and during investigations
• 13.3 Select and use materials to carry out their own explorations
• 13.4 Communicate results and findings from individual and group investigations
• 14.1 Ask questions about and describe some natural occurrences, using their own observations and representations
• 25.3 Express their thoughts and share experiences

Grade 1 Science: Understanding Life Systems: Needs Characteristics of Living Things

• 2.6 Use appropriate science and technology vocabulary, including investigation, explore, needs, space, and food, in oral and written communication

Grade 2 Science: Understanding Life Systems: Growth and Changes in Animals

• 2.2 Observe and compare the physical characteristics and the behavioural characteristics of a variety of animals
• 2.6 Use scientific inquiry/research skills, and knowledge acquired from previous investigations, to investigate the basic needs, characteristics, behaviour, and adaptations of an animal of their choice
• 3.1 Identify and describe major physical characteristics of different types of animals
• 3.2 Describe an adaption as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment