The DINOSAURS AT LARGE programme content is especially developed for the Philippine Curriculum. It is uniquely designed to link the children’s work and studies to a central learning experience.

The Dinosaur theme brings relevance to the key learning areas across all elementary grades to ensure students gain absolute value from their participation in the presentation.

The Dinosaur at Large experience gives students a unique perspective which links modern and pre-historic times to the current issues of environmental awareness, climate change, global warming, extinction, and sustainability.

With over 100 educational worksheets, Dinosaur At Large is an ideal foundation for future classroom lessons and activities.

The program works within the following strands of the broad areas of learning during the presentation, and encourages students to learn and interact during the session in the following way.


By the end of the session, the students will have

    • Explored dinosaurs as real animals that once walked on the Earth a very long time ago, in much the same way as animals do today.
    • Learned that dinosaurs came in all shapes and sizes and that these different body types allowed them to survive in a variety of different environments and times.
    • Discovered that dinosaurs were not the only type of animal to live long ago, that other animals like reptiles, insects, fish, mammals etc. lived then as well, including animals that are still around today.
    • Seen that dinosaurs were divided into several very distinctive groups where different types of animals in the group acted and looked similar.
    • Learned that dinosaurs came in a vast variety of sizes, from chicken size to “four storey building” size, and that these sizes enabled them to eat different foods.
    • Explored the differences between meat-eaters and plant-eaters, how each feeds itself and how they were similar to animals of today.
    • Discussed how scientists find out extra information about extinct animals through looking at their footprints, eggs, skin prints and environment.
    • Explored the fact that paleontologists can work out what the whole animal probably looked like from just a few bones by comparing them to animals that have similar bones, and that they can try the same activity at home with a chicken.

Educational Outcomes

English

Oral Language

By being encouraged to communicate and respond to various stimuli during the session, – counting out the size of a dinosaur altogether with the presenter. – During the session the students will be asked to respond with their opinions on a variety of props and ideas in a way that will be understandable to their peers.

Listening and Comprehension

By being encouraged to listen carefully to others and to communicate about what they have observed during the question session and in their classroom afterwards.

Phonics and Word Recognition

By discussing possible interpretations of images and identifying features that did or did not appeal to them and elaborating on that point to tell a story. – “The T-rex is the biggest animal on the poster, I liked it because it is one of the biggest meat-eaters but I still think I could get away from it if I was being chased ……”

By being encouraged to compare dinosaurs with animals familiar to them, – “The long neck dinosaur has legs like an elephant”.

Reading Comprehension

By predicting the sequence of events of a particular module and verbalising that prediction even when evidence is missing, – “The meat-eater is chasing the plant-eater, when it catches the animal, it will have food for a long time because the plant-eater is much larger than it”.


Maths

Measurement & Statistics & Probability

By exploring the animals of the ancient world with reference to size, beginning, end etc, – “I wonder how many elephants would fit into the Brachiosaurus from the top to the bottom”.

By describing objects in relation to weight and size, – “If we brought a real T-rex into the classroom here today, it would be so big that it wouldn’t be able to fit”.

By looking at geological time (millions of years) compared with a lifetime and introducing the concept of how old the Earth is compared to us.

Patterns and Algebra

By describing the shape of certain objects. Upon seeing an Allosaurus claw, the students will observe that the Allosaurus had sharp claws like knives that could slice into another much larger animal to kill it for food.

By distinguishing between likely and unlikely events, – “It is likely that scientists will find more dinosaur DNA, but it is unlikely that they will be able to create a real dinosaur”.

By classifying certain objects, – “All the dinosaurs look strange, and some are bigger than others”.

By classifying certain objects, – “All the dinosaurs look strange, but some belong together in families because they look and act alike”.


Science – Living Things and Their Environment

Basic Needs

By looking at how these animals got energy to live in their day to day lives and learning that food is the fuel that allows the animals to live, – “A meat-eater eats a plant-eater and hence has energy to live.”

By looking at the most fundamental source of energy transferral, that is food, and how it is the fuel that allows the animals to live, – “A meat- eater eats a plant-eater and so has energy to live.”


Science – Parts and Functions of Living Things

Animals

By identifying obvious physical features in dinosaurs that are similar to animals of today and comparing similar functions of those animals with animals of today, – “A Brachiasaurus has thick legs like an elephant.”

Bio-diversity

By looking at how animals change to suit their environment, – “The long neck dinosaurs grew long necks so as to take advantage of a food source.”

By looking at the changes that have happened to the world over time and how that has affected the way animals have looked over time. Students learn the importance of our responsibility to manage our environment sustainably.

Earth and Space

By identifying features of the Earth around them and how they change, – how the vegetation changes according to the weather and specifically how the dinosaurs changed over time in response to vegetation changes which responded to changes in the climate .

By looking at how the world once was we can understand more about how the world works and how animals develop in different environments, – students learn about environmental sustainability by connecting ideas about life on Earth observed from the session to everyday experiences and evaluating what this could mean for their everyday lives.

Surroundings

By looking at how there are and always have been systems working in the world and that all the separate parts of the system work together to survive, – The ecosystem of an ancient forest where the dinosaurs played their part as well as the trees, insects and weather etc.

By looking at how our world is and always has been full of groups of living things that work together to survive, – Ecosystems of different dinosaurs, ancient plants and insects.

By connecting experiences observed from the session to everyday experiences and evaluating what this could mean for their everyday lives.

By looking how the world once was we can understand more about how the world works and how animals develop in different environment.