Barnum Brown was the chief fossil hunter for the American Museum of Natural History and discovered a bunch of dinosaur bones.
His most famous discovery was the Tyrannosaurus rex.
MY PLAN:
Investigate how Barnum Brown named his most famous discovery.
FIELD NOTES:
Barnum Brown first named the Tyrannosaurus rex Manospondylus gigas, meaning "giant porous vertebra".
BUT- Henry Fairfield Osborn, Barnum Brown’s boss, didn’t like that name and decided to change it.
He said it looked like the king of all dinosaurs and its name should be something grand and fierce and also describe that it’s a reptile.
He knew Tyranno was Greek for Tyrant, Saurus was Greek for lizard and Rex was Latin for King.
FINDING:
Barnum Brown discovered the T. rex but his boss, Henry Fairfiled Osborn, was the one who actually named it. He named it the Tyrannosaurus rex which means tyrant-lizard-king!
FOR TEACHERS / PARENTS:
About the Episode: In this episode, Dana dresses up as the famous fossil hunter, Barnum Brown, who discovered the Tyrannosaurus rex! The episode walks through the process of digging for fossils, discovering the first T. rex, and then naming it.
Extension Activity: Create and name your own dinosaur skeleton!
1. Find some “dino bones” (could be sticks from outside, popsicle sticks, strips of cardboard, etc.)
2. “Bury” the dino bones for your child to dig up (could be in dirt outside, in a sand box or bin, in a rice sensory bin, or even under a bunch of pillows!)
3. Give your child some shovels (or spoons) to dig up and discover the dino bones.
4. Work with your child to tape or glue the bones together in any way they like- there is no wrong way as they are creating a brand new dinosaur!
5. Encourage your child to name their new dinosaur.
6. Have your child dress up to “present” this brand new dinosaur to others in the house -- you can even call grandma and grandpa on video chat to join in for the big reveal!
Heart Moment: In this episode, Dana (literally) dreams of discovering and naming her own dinosaur, which is met by encouragement from her Dad. It’s important that children believe they can do anything, and it’s particularly crucial to remind young girls that they are more than capable of entering professions that have been previously dominated by men (e.g. palaeontology). Ask your child what they want to be when they grow up and why. Make sure they know they can be whatever they want to be.
CURRICULUM EXPECTATIONS:
Kindergarten
28.1 Recognize people in their community and talk about what they do
13.3 Select and use materials to carry out their own explorations
14.3 Recognize, explore, describe and compare patterns in the natural and built environment
Grade 1 Science– Understanding Life Systems Needs and Characteristics of Living Things
2.3 Investigate and compare the physical characteristics of a variety of plants and animals, including humans
3.2 Identify the physical characteristics (e.g., size, shape, colour, common parts) of a variety of plants and animals
Grade 2 Science – Understanding Life Systems Growing and changes in Animals
2.2 Observe and compare the physical characteristics (e.g., fur or feathers; two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and resources
3.1 Identify and describe major physical characteristics of different types of animals (e.g. insects, mammals, reptiles)
