ACTIVITY PACK Level 2 - Stories in a bag
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ACTIVITY PACK
Level 2
1
To the Teachers
Theatrical Overview
From an artistic, performative perspective, DINOSAURS is a
powerful play. It combines high tension, release and humour in a
careful tailor-made manner. Moments of thrill and tremor are
counterbalanced by gags and slapsticks, both physical and verbal.
Instances of sound and silence also help convey a Jurassic
environment.
Values
A sense of belonging to a group; equity and respect for others:
The right to be accepted, valued and taken into account. We are
all worthwhile. Limits foster respect and harmony.
Moral: Stick together and don’t hush if you witness ill-treatment
Brief of the Plot
There is an explorer who travels through time. She is looking for a
special dinosaur that nobody has described so far: the fiercest and
cruellest ever: Feedosaur.
She arrives in the Mesozoic Era. She looks and explores. She
meets Acrosaur, an agile an athletic dinosaur that is looking for
food. It is very fast and snatches everything at hand. There is a
moment in the play in which it is revealed that Acrosaur collects
food for its nest.
Every now and then, Feedosaur appears. This dominant dinosaur
seems to be the lord of the land. It is greedy and oppressive. The
other dinosaurs are hungry, but submit to its power.
2
The explorer collects data. She feels enthusiastic but very scared
at the same time. She thinks that if she finds out what Feedosaur
is afraid of, she will be able to beat it.
Several scenes take place, which display Feedosaur’s control over
everybody and everything in this territory.
Finally, the explorer discovers Feedosaur’s main fear: it is
panicked by the other creatures’ true self-expression. Little by
little dinosaurs start taking a stand and voicing their needs.
Together, with the help of the students’ voices, Feedosaur is
defeated at last.
The Language:
Nouns: time traveller, archaeologist, palaeontologist, helmet,
binoculars, magnifying glass, binoculars, bracer, bones, tail,
horns, frill, spikes, feathers, claws, jaws, brain, era, volcanoes,
meteorite, hunter, prey, herd, hints, clues, fear, shield, fossils,
museum, Mesozoic Era, Jurassic Period, hunter, scavenger,
predator
Adjectives: aggressive, brutal, light, bulky, slim, sharp, carnivore,
herbivore, mild, extinct, starving, wounded, huge, athletic, tough,
opponents, colours + ish as in yellowish, greenish
Verbs: travel through time, step on, crush, hunt, hatch, attack,
leap/jump on, surround, clash, slash, dry up, chase, grab,
overpower, hold tightly, leap, defeat, remain, to lay eggs, to keep
balance
Grammar structures: Simple Past Tense – Past Perfect Tense –
Past Continuous Tense - Passive Voice - Conditional Sentences
(2nd type) – Word Order – Superlative Adjectives . Compound
Adjectives as in three-horned, four-legged, feather-like, bird-like
(dinosaurs), two-storey (building), three-fingered
Compound nominal or adjectival phrases: as in meat-eater, plant-
eater, warm/ cool-blooded.
Modal verbs: should/shouldn’t; could/couldn’t – be able to
Length
DINOSAURS is approximately an hour long. As in other Stories in
a Bag Plays, it depends a bit on the time the students take for
3
their active participation on stage. All in all, I estimate, it will take
up an hour.
Key to the Exercises
The first exercises aim at stirring the students’ prior
knowledge about dinosaurs. So, the stress is not on their
responding correctly from scratch, but on recalling information
they may have.
Ex 1:
1) BRACHIOSAURUS: Big – Herbivore – Very long neck (it
could be any other)
2) TYRANNOSAURUS REX: Big – Carnivore – Fierce
3) VELOCIRAPTOR: Small – Carnivore – Fast
4) TRICERATOPS: Average – Herbivore – Had horns
Ex 2: (the colours may help you in the correction)
1) It was tall and big B R Physical Description
2) It ran fast V Other Features
3) It was a herbivore B T Eating Mode
4) It had sharp teeth V R Physical Description
5) It lived in North America, Europe and Africa B Place
6) It had a great sense of sight V Other Features
7) It had a long neck B Physical Description
8) It had a frill and horns T Physical Description
9) It moved silently V Other Features
10) It had sharp claws V R Physical Description
11) It was a fierce hunter R Other Features
12) It was one of the tallest dinosaurs B Physical
Description
13) It was a quick hunter V Other Features
14) It had a frill and horns T Physical Description
15) It hunted in packs V Other Features
16) It had a small face B Physical Description
17) It laid eggs V T Other Features
18) It lived in Mongolia, Russia and China V T Place
4
19) It had long legs but short arms R Physical Description
20) It had long arms V Physical Description
21) It lived in North America R Place
22) It had a thick neck and a large head R Physical
Description
23) The frill helped it keep warm or cool T Other Features
24) It was a carnivore R V Eating Mode
25) It was small V Physical Description
26) Some had feathers V Physical Description
27) It used it long tail for balance R Other Features
28) It had a long tail B R V Physical Description
29) It was average size T Physical Description
30) They lived in herds T Other Features
Ex 3: Some features go for more than one dinosaur. Students can
also write some extra information they may have. (Some children
know a lot about dinosaurs!!)
TYRANNOSAURUS REX: 1), 5), 12), 13), 20), 22), 25), 27),
29)
BRACHIOSAURUS: 1, 3), 8), 13) 17), 30)
VELOCIRAPTOR: 2), 6), 9), 10), 13), 15), 17), 18), 20),
24), 25), 28), 30)
TRICERATOPS: 3), 8), 14), 17), 18), 23), 29), 30)
Ex 5:
1) Horns – 2) Teeth – 3) Tail – 4) Claws – 5) Spikes
Ex 6: Again some characteristics can apply to more than one
dinosaur.
1) SPEED & AGILITY – SLIM BODY – CARNIVORE – LIGHT –
FAST – FEATHER-LIKE ARMS - MILD
2) SHARP TEETH – STRONG - SHARP CLAWS - BIG HEAD –
POWERFUL JAWS – FIERCE – CARNIVORE – HUGE – CRUEL
- SPIKES
3) SLIM BODY – TALL – BELT – INQUISITIVE – HAT- BROWN
HAIR
4) OLD – FRILL –SLOW – MILD - HORNS
5
Ex 7: Listening Comprehension – Level 2
Number 1: Acrosaur
Number 2: Feedosaur
Number 3: Old Dinosaur
Number 4: The Explorer
These are the characters in the play:
Ex 8:
Feedosaur:
a) AGO – b) POWERFUL – c) HEAVY – d) MEAT-EATER – e) ATE
– f) SPIKES – g) POINTED – h) THROUGH – i) FEARED
Acrosaur:
a) HAVE – b) FEATHER-LIKE – c) AGILITY – d) TURN – e)
NESTS – f) PREDATORS
Old Dinosaur:
a) HERDS – b) CIRCLE – c) OLDEST – d) FRILL – e) SAFE – f)
COOL – g) TAIL – h) BALANCE
The Explorer:
a) ARCHAEOLOGIST – b) COLLECT – c) KEPT – d) BRACER – e)
INFORMATION – f) HELMET
Ex 10:
A purse 6) to keep her binoculars
A helmet 7) to travel through time
A hat 5) for protection
A bracer 4) to search for information on the computer
A camera 1) to take pictures
A magnifying glass 2) to look for hints
A thick belt 3) to take her utensils with her
6
Ex 11:
1) – c)
2) – b)
3) – a)
Ex 12: True – False – Not Given
a) T
b) F
c) Not Given
d) T
e) F
f) F
g) T
h) F
i) T
j) Not Given
Ex 13: Circle the appropriate option
1) Eager – 2) information – 3) nobody – 4) through – 5) at –
6) closer – 7) found – 8) picked - 9) learning – 10)
dominant
Ex 14: Scrambled paragraphs
Paragraph °1: in the end of the story, before the moral
Paragraph °2: between paragraphs G & H
Paragraph °3: between paragraphs D & E
Paragraph °4: between paragraphs E & F
STORY BLOCKS
Working with STORY BLOCKS will allow you to work with the
SEQUENCE OF ACTIONS in the storyline. STORY BLOCKS request
very simple language, even easy to memorize, to be used for
different purposes. Activities with STORY BLOCKS work as a
springboard to help students produce sequentially organized
pieces of writing.
7
I’ve organized the story of DINOSAURS in 12 STORY BLOCKS,
which you will find in exercise 14 on page: 31. These will allow
you have your students create and play a STORYTELLING
BOARD GAME
You can choose to use this template or any other:
To have a Pictorial Storytelling Board Game, I recommend you
asked your students to draw the pictures. For one game, you
need 12 pictures of the same size, each depicting a STORY
BLOCK. I suggest you give out white cardboard squares the same
size: 8 x 8 cms, approx. It depends on how big you want the
board game to be. If you have 24 students, you can have 2 board
games created.
Material needed:
o White cardboard, scissors, markers, glue, dice (one per
group)
I suggest the following scaffolding of this material:
Divide your students in pairs and give a square white card
(8 x 8 cms) to each pair. Give each pair a story block to
draw. Each story block contains one or two sentences.
Have your students draw the content of that block in the
card.
8
If you have 24 students, produce two large white
cardboards and put on the floor, or join some desks, etc. to
have a larger surface to work.
You may choose to have the students design the board
game template or you may have drawn one yourself in
advance, similar to the template on page 7.
You will read the sequence of actions in order aloud and
students will raise their drawings as they are mentioned and
place them on the board.
Ask them to add some special squares, such us: “You can
skip two squares, “Please, go back three squares”, “You’re
missing a turn, etc.” They can play any other board game
they would like to design, as long as they respect the new
English rule: they have to tell the scene the die falls on, in
order to advance.
Another possibility, if you don’t have room, is to print several
smaller boards on an A4 page, and ask students to draw the
scenes directly there.
It’s interesting to ask your students to do exercise n°14, after
playing game with the pictures they have drawn.
Ex 15: Cut out the story blocks & put them in order
1. The explorer analysed a bone in her laboratory.
2. The explorer travelled through time.
3. In the Mesozoic Era the explorer met the most ferocious
dinosaur: Feedosaur.
4. Acrosaur collected everything way for its nest.
5. Feedosaur tore off one of Acrosaurs’ feathers with its sharp
teeth.
6. An old dinosaur offered Acrosaur some meat.
7. Feedosaur snatched the meat from Acrosaur and the old
dinosaur.
8. More dinosaurs asked for food. Feedosaur roared.
9. Acrosaur was hatching an egg.
9
10. Feedosaur grabbed the egg.
11. Acrosaur and Feedosaur fought.
12. The explorer asked the audience to stand up and say
NO! Feedosaur ran way.
Notice that teach block contains only one or, at most, two actions.
Working with STORY BLOCKS will allow you to work with the
SEQUENCE OF ACTIONS in the storyline.
Ex 18: They all wanted food. But Feedosaur wanted to keep all
the food for itself. This is the antagonism that produces the
conflict. He also wanted power over the other dinosaurs.
Ex 20:
1) Tyrannosaurus Rex – 2) Pterodactyl - 3) Triceratops – 4)
Velociraptor
Ex 20:
Cretaceous Period: T- Rex, Triceratops, Velociraptor
Jurassic Period: Pterodactyl
Ex 23:
1) Feedosaur: D) Tyrannosaurus Rex
2) Acrosaur: A) Pterodactyl and C) Velociraptor
3) Old Dinosaur: B) Triceratops
Ex 28: Key to Song: Stand Up and Say No!
a) Hands – b) voice – c) stand up – d) going – e) don’t – f)
feeling- g) up – h) your – i) wait – j) hard – k) express – l)
call – m) share – n) – o) hold
10ACTIVITIVITIES FOR
THE STUDENTS
11What do you already know about dinosaurs?
1. Dinosaur File
Write down the name of the dinosaur in the box.
Then complete the mind-map with:
The dinosaur’s size (big or small)
If it was carnivore or herbivore
An important characteristic about this dinosaur that you
know
122. Organizing data about dinosaurs
Complete this CATEGORY CHART with the sentences on page 14:
Eating Mode Place
Physical Description Other Characteristics
13Sentences to fill in the box on page 13:
1) It was tall and big.
2) It had a long neck.
3) It had a small face.
4) It was a herbivore.
5) It was a very tall dinosaur.
6) It lived in North America, Europe and Africa.
7) It had a great sense of sight.
8) It was fast and quick.
9) It moved silently.
10) It had sharp claws.
11) It had sharp teeth.
12) It was a fierce hunter.
13) It hunted in packs.
14) It laid eggs.
15) It lived in Mongolia, Russia and China.
16) It lived in North America.
17) It had a thick neck and a large head.
18) It had long legs but short arms.
19) It used it long tail for balance.
20) It was a carnivore.
21) It was small.
22) Some had feathers.
23) It ran fast.
24) It had a long.
25) It ran on two legs.
26) It had long arms.
27) It was rather short.
28) It had a frill and horns.
29) It used its frill and horns for protection.
30) The frill helped it keep warm or cool.
31) It lived in North America
32) They lived in herds.
143. Using information for the list above, write a brief text about
each dinosaur. You can add other data you know too.
154. Have you heard of any of the following dinosaurs? Pick one
from the frame and attempt at drawing it in the box.
165. Dinosaurs attacked and defended themselves in different
ways, according to their strongest body attributes. Look at
the pictures and put the letters in order. Then, write
sentences below.
Some dinosuars…………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………..
17The Characters in the Play
6. Match the words with the pictures, according to what
you see and what you infer:
187. Listen to the description of each character and
write their names in the boxes. You can copy
these names from the list below.
198. Listen to the audio track again and fill in the blanks
with the words in the boxes below.
FEEDOSAUR
Feedosaur lived in America 80 million years a) ______________.
It was the most b) ______________ of dinosaurs ever. It was
huge: as tall as a four-storey building and as c) ______________
as 10 elephants.
Feedosaur was a carnivore, a d) ______________. I would eat
every prey around. It attacked other dinosaurs and
e)______________ them up too. It hit them with its strong
f)______________. It was a fierce predator. Its long
g)______________ teeth tore meat easily. Its sharp claws cut
h)______________ the victim’s skin. The other dinosaurs
i)______________ this cruel monster.
ACROSAUR
Acrosaur lived in America. It may a) ______________ lived for
120 years. It had a light body, b) ______________ arms and fast
legs. It moved silently. Speed and c) ______________ were its
main characteristics. It could almost run 40 kms per hour. It
20could also d) ______________ and swirl in the air, but it did not
fly.
Acrosaurs laid eggs. They made their e) ______________ on the
ground and protected them from f) ______________.
OLD DINOSAUR
Some dinosaurs lived in large a) ______________. They moved
in packs. When a predator appeared, they formed a b)
_____________ to protect one another.
The old dinosaur in this play was the c) ______________ of its
herd. It was cooperative and helpful. It had a d) ______________
and horns on its head. It used them to keep e) ______________
from attacks. The frill also helped it stay warm or f) __________.
The old dinosaur held its g) ______________ straight as it
walked. It used it for h) ______________.
21THE EXPLORER
The explorer was an inquisitive a) ______________, with a very
clear objective in mind: to b) ______________ data about
Feedosaur. She had a very small, high tech computer, which she
c) ______________ in a leather wrist d) ______________ on one
of her arms. Whenever she needed some e) ______________,
she would simply consult this device. She also had a special f)
______________, which she put on to travel through time.
The Explorer’s Bracer
The explorer wears a bracer on her wrist.
What is a bracer?
A bracer is a strap, commonly made of leather, stone, or
plastic that covers the inside of an arm for protection.
22Read about this item in other well-known characters:
In Medieval times, most fighters wore long arm
bracers to protect their forearms while shooting.
They also prevented loose clothing from catching
the bow string. Bracers protected the inside of the
archer's arm against injury by the string of the
bow or the fletching of the arrow.
Superheroes and other fantastic characters have worn bracers
too.
Wonder Woman’s wrist bracers may be the most famous of all.
While some of their purposes and powers have
changed over the years, one thing about her
bracers has remained
constant, and that is their
defensive capabilities. The
powerful cuffs, nearly
indestructible, have been capable of blocking
bullets and repelling all sorts of attacks.
Over the past 30 years in the comics,
Wonder Woman has been able to use her
bracers as an offensive weapon, too. By
smashing them together, she has managed
to create a powerful wave of energy capable of toppling even the
strongest of enemies.
The Black Widow in Avengers uses her bracers for two
purposes:
To shoot explosives: There are
many types of explosives stored in the
gauntlet which includes grenades and other
types of explosives that she uses to attack an
opponent.
Radio Transmitter: This enables the Black
Widow to lock on to an opponent and track
down their location.
23Rey, the Jakku scavenger in Star Wars, episodes
7 and 8, wears a single bracer as part of her
costume. Her mysterious power does not lie in
this bracer. She resorts to the typical Star Wars
light saber and to a pistol to fight.
The Explorer also wears a single leather bracer. She
wears in on her wrist, but it is not just an ornament.
Whenever she needed information about something, she
starts a computer by pressing some buttons on her bracer.
9. Now complete the following sentence stems:
a) In Medieval times, archers wore bracers to ……………………......
……………………………………………………………………………………………………………
b) Wonder Woman has worn her bracers to ………………………………
……………………………………………………………………………………………………………
a) In Star Wars, episodes 7 and 8, Rey wore a single bracer
…………………………………………………………………………………………………………
b) In the play, the explorer wears her bracer to ……………………
……………………………………………………………………………………………………………
2410.About the Explorer’s objects
The explorer has got a number of objects. Can you anticipate the
use of each of her belongings? Match the object with the purpose.
Remember to check your bets when you see the play.
25The Explorer’s Laboratory
The explorer studies life in the past. She is both an archaeologist
and a palaeontologist. By the time she reaches, her laboratory,
she has done other tasks such as exploring, observing,
excavating, digging, transporting the fossils, etc. In her
laboratory, she studies and analysis all the evidence she collects.
11.Which is which?
Complete the sentences with the definition below:
1) Palaeontology is …………………………………………………………………….
………………………………………………………………………………………………………….
2) Archaeology is ……………………………………………………………………….
………………………………………………………………………………………………………….
3) Fossils are …………………………………………………………………………….
………………………………………………………………………………………………………….
26a) … the remains of plants and animals that lived millions of
years ago.
b) … the study of ancient forms of life by scientific analysis of
physical remains found in the ground.
c) ... the study of fossils.
Jurassic Times
What do you know about Jurassic times? Read the text
below. Then respond to the statements with True, False or
Not Given.
The Jurassic Period was the second of three periods of the
Mesozoic Era, also known as the Age of Reptiles or the Age of
Dinosaurs. The Jurassic period, itself, extended from 201.3 million
to 145 million years ago.
Many important vertebrate and invertebrate organisms made their
first appearance during the Jurassic Period. Life was especially
diverse in the oceans. There were reefs, invertebrate animals, and
large swimming predators, including reptiles. On the land,
dinosaurs and flying pterosaurs dominated the terrain. In the air,
birds made their first appearance. Early mammals were also
present, though they were still fairly insignificant. Insect
populations were diverse, and plants were abundant.
27During the Jurassic Period, the supercontinent Pangaea split
apart. Pangaea, the giant land mass, began to break up and sea
levels rose. Millions of years later, the Earth would look the way it
looks today.
The climate of the Jurassic period was warmer than many
modern-day climates. The absence of ice caps, in the polar
regions, suggests that the climate in that area was temperate.
The lack of glaciation during the Jurassic period also indicates that
Earth's average temperature was similar to our present-day
subtropical and tropical climates.
Sources: Wikipedia, Encyclopaedia Britannica and National Academic Press;
Climate in Earth History; Studies I Geophysics - The Jurassic Climate
12. True, False or Not Given?
a) The Jurassic Period belongs to the Mesozoic Era.
b) The Jurassic Period is known as the Age of dinosaurs.
c) There was more life in the oceans than on the land.
d) Mammals were few in number.
e) Vegetation was little.
f) Birds appeared before the Jurassic Period.
g) The land split apart and oceans grew larger.
h) The climate in the Jurassic period was boiling hot.
i) There was no ice in polar areas.
j) The Earth’s temperature during the Jurassic Period was 25 °C.
28The Storyline
13.Read this summary of the first part of the play
“DINOSAURS” and circle the appropriate word.
An explorer entered the laboratory, with a bone in her hand. She
was 1) eager to/doubting about learn the name of the animal
which that bone belonged to. The computer gave her 2)
information/questions about a dinosaur that 3)
anybody/nobody had described so far. Its name was Feedosaur.
The explorer travelled 4) in/through time.
She arrived in the Jurassic period and was amazed 5) at/of the
landscape and temperature. She took out her binoculars to get a
6) closer/closest look at all the geographical features and
animals of there. She 7) founded/found dinosaur hints and
followed them. Soon she saw an egg and 8) picks/picked it up.
She was interested in 9) learning/ learn about every pre-
historical creature around.
Soon, she met Feedosaur and paralyzed. It was huge, 10)
dominance/dominant and menacing.
14. On page 30, you’ll find a summary of the whole story. Four
paragraphs have been removed. These are the scrambled
paragraphs below. Can you read them carefully and place
them among the other paragraphs written on page 30?
2930
Summary of the whole story to insert the paragraphs
A. An explorer entered the laboratory, with a bone in her hand. She was
eager to learn the name of the animal that bone belonged to. The
computer gave her information about a dinosaur that nobody had
described so far. Its name was Feedosaur.
B. The explorer travelled through time.
C. She arrived in the Jurassic period and was amazed at the landscape
and temperature. She found dinosaurs hints and followed them,
interested in learning about every pre-historical creature around.
Soon, she met Feedosaur and paralyzed. It was huge, dominant and
menacing.
D. However, the explorer wanted to know all about this beast. She used
her bracer to search for information on the computer and found out
more details. She thought that, if she found out what Feedosaur was
afraid of, she would be able to cope with it. So, she started to gather
evidence.
E. Suddenly, Feedosaur appeared and frightened Acrosaur. With its
pointed teeth, the enormous dinosaur ripped off one of Acrosaur’s
feathers. The latter fell, wounded, on the ground.
F. More dinosaurs appeared from behind. They begged Feedosaur for
food. They were starving. Feedosaur ignored their pleading and kept
munching all the food around. It let no one approach it.
G. The explorer insisted on her idea of finding out what Fedasaur’s was
afraid of. She was convinced that, if she discovered the aggressive
dinosaur’s main fear, she would be able to handle it.
H. Feedosaur broke into the motherly scene and grabbed the egg with
its powerful claws. Feedosaur could fit the entire egg in its mouth.
Acrosaur went desperate and tried to stop it. The explorer appeared
and tried to help Acrosaur protect its egg form Feedosaur. She felt
helpless in front of the huge predator. Acrosaur fought to defend its
egg.
31STORY BLOCKS
15. Look at all the storyline condensed
in 12 simple blocks. Cut out the STORY
BLOCKS and put them in order:
In the Mesozoic Era the explorer met the most ferocious
dinosaur: Feedosaur.
More dinosaurs asked for food. Feedosaur roared.
The explorer asked the audience to stand up and say NO!.
Feedosaur ran away.
The explorer analysed a bone in her laboratory.
Acrosaur and Feedosaur fought.
Acrosaur collected everything for its nest.
An old dinosaur offered Acrosaur some meat.
Feedosaur tore off one of Acrosaurs’ feathers.
Acrosaur was hatching an egg.
Feedosaur snatched the meat from Acrosaur and the old
dinosaur.
The explorer travelled through time.
Feedosaur grabbed the egg.
32Instagram Story
16. If you posted an Instagram story of the play, what would
you include? Draw a picture in the square and write a
comment on that picture below:
33Story structure
17. Answer the following questions:
Setting:
1) When did this story take place?
……………………………………………………………………………………………………………
2) Where did this story take place?
……………………………………………………………………………………………………………
Characters:
3) Name the main characters in the play.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Main Conflict: A conflict appears when the characters’ objectives
clash. Let’s answer these questions to analyse the main conflict:
4) What did the explorer want?
…………………………………………………………………………………………………………..
5) What did Feedosaur want?
……………………………………………………………………………………………………………
6) What did Acrosaur want?
……………………………………………………………………………………………………………
7) What did the old dinosaur want?
……………………………………………………………………………………………………………
8) What did all other dinosaurs want?
……………………………………………………………………………………………………………
Development/Body of the story:
349) What happened in the story as from this conflict?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Climax:
10) Describe the moment of highest tension just before
the conflict was solved.
……………………………………………………………………………………………………………
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
Solution:
11) What was the solution to the conflict? Write down the
outcome.
……………………………………………………………………………………………………………
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
3518. Let’s focus on the conflict.
When the explorer arrived in this Mesozoic Territory, she
encountered a BIG CONFLICT among Feedosaur, Acrosaur
and all the other dinosaurs. Let’s organize it in this graph:
3619. Let’s organize the elements of the story-line. Briefly
write down about the elements in the story in each
box. What do you remember?
Moral: Taking a stand and getting together can prevent attacks
and ill-treatment.
37The creation of the dinosaurs in this play has been based
on real dinosaurs
Let’s contrast and compare them
38APPEARANCE
20. Recognition of real dinosaurs. Write the name of each
real dinosaur in the box below:
39Information about Real Dinosaurs
21. When do you think these real dinosaurs lived? Fill in this
time grid. Write down the name of the dinosaurs under the
period you think they lived in. Then, read the information below
and confirm or correct your hypothesis.
MYA = M: Million – Y: Years – A: Ago
Tyrannosaurus Rex
The name: ‘Tyrannosaurus’
comes from the Greek. It means
‘tyrant lizard’, while the word
‘Rex’ means ‘king’ in Latin. So
Tyrannosaurus Rex means
“tyrant king.” It is usually called
T- Rex.
T- Rex lived in North America. It
lived in the late Cretaceous
Period, around 66 million years
ago. T- Rex measured up to 13 metres long, 4 metres at the hip
and could weigh up to 7 tons.
40The tallest T- Rex skeleton ever found was 6.100 metres tall = as
tall as a two-storey building. It could weigh up to 15.000 kg. T
Rex was not the largest dinosaur ever; the Giganotosaurus was.
Females were bigger than males. The reason for this is that
females needed broad hips to lay T- Rex large eggs.
It was a meat-eater: a carnivore. It
usually preyed on Triceratops.
T- Rex's powerful jaws were capable of
cutting off a Triceratops's horns.
Experts think T- Rex must have had
very bad breath. They arrived at this
conclusion through the study of its
teeth, which were many and closely
packed.
T- Rex had short arms, which seem tiny
compared to the rest of its massive body. It used its strong tail for
balance.
Pterodactyl
The name “Pterodactyl” or
“Pterodactylus” comes from the
Greek. It means "wing finger".
Pterodactyl lived in lived Africa and
Europe during the Late Jurassic
Period.
It was almost one metre long and it
weighed 4,500 kgs.
It was a carnivore. It ate small
animals: insects, meat and fish. It
usually flew over the coast picking small fish out of the water.
Pterodactyl was not a dinosaur, though
it lived during the same period. It was a
flying reptile.
It had a long beak and neck, and wings
of skin attached to three-fingered
hands.
The most distinctive feature of
Pterodactyl was its backward-pointing
crest. No one has found out how
41Pterodactyl used it.
It had either a very small tail or no tail at all.
The first fossil of Pterodactylus was discovered in Germany in the
late 18th century.
Triceratops
The name: ‘Triceratops’ comes
from the Greek. ‘Tri’ means
three and ‘keratops’ means
horned face. Triceratops had
three horns on its head.
Triceratops lived in North
America in the late Cretaceous
Period (around 65 million
years ago).
Triceratops was about 8 metres long and 3 metres tall. It weighed
up to 12.000 kgs.
It was a plant eater: a herbivore. It had a bird-like beak to cut off
hard plants.
It needed its three horns to try and protect itself from the
Tyrannosaurus Rex which preyed on Triceratops. Both lived during
the same time period.
It lived in herds.
It had a prominent frill too. It went bright pink to warn the other
members of the herd that a hungry T- Rex was approaching or for
sexual attraction. Triceratops was a cold-blooded dinosaur. Its frill
also had the function of regulating its body temperature.
42Velociraptor
The name “Velociraptor” comes
from the Latin. It means “speedy
thief.”
It lived in Central Asia and
Mongolia during the end of the
Cretaceous Period, about 70 million
years ago.
Velociraptor was 1, 80 long and 60
cms tall. It weighed about 15 kgs.
It was a carnivore. It ate reptiles,
insects and smaller dinosaurs.
It could run at 60 kms per hour.
Velociraptor had a long tail.
It had feathers, not reptilian skin, as in Jurassic Park movies. It is
one of the most bird-like dinosaurs ever discovered.
Velociraptor used its feathers to attract mates, regulate body
temperature, protect eggs from the environment or generate
speed when running up.
4322. Read the text again to complete the chart below:
T – REX PTERODACTYL TRICERATOPS VELOCIRAPTOR
Meaning
of
Name
Place
Size &
Weight
Some
Special
Traits
44Look at the pictures of the fictional dinosaurs and at the
pictures of the real dinosaurs. Decide which character has
been inspired by which real dinosaur
23. Join the fictional character with the real dinosaur
(Tip: Acrosaur was created as from two real dinosaurs)
45Let’s read about the fictional dinosaurs of the play:
FEEDOSAUR
The name “Feedosaur” comes from “feeding”. This
dinosaur was only interested in its food. It
would not feed others.
Feedosaur lived in North America 80 million
years ago. It was the most powerful of dinosaurs
ever. It was huge: as tall as a four-storey building.
It weighed 7 tons.
Feedosaur was a carnivore, a meat-eater. It
attacked other dinosaurs with its big sharp teeth
and sharp claws. Its favourite prey was Triceratops. It
also had spikes over his head and back. Feedosaur had a very
short tail.
ACROSAUR
The name “Acrosaur” comes from “acrobatics”, for
this dinosaur was very athletic.
Acrosaur lived in North America during the Jurassic
Period. Speed and agility were its main traits. It could
almost run 40 kms per hour. Acrosaur had feathers but it but
it did not fly. It had no tail.
Acrosaurs laid eggs. They made their nests on the ground and
protected them. It used its prominent crest on the head to detect
danger.
OLD DINOSAUR
The name “Old Dinosaur” comes from the fact that
this dinosaur was really very old.
It lived in America during the Jurassic period.
It was very heavy; it weighed 10.000 kgs. It
was three metres tall.
It was a plant-eater, a herbivore.
It lived in large herds. The members of the herd protected one
another. It had a frill on its head and two horns. It used the frill to
warn the other members of the herd when danger was near. It
also used it to regulate its body temperature. It had a long tail.
4624. Compare each fictional dinosaur in the play with the
real dinosaur that was used as reference. Complete the
following chart. What is same and what is different?
47You can compare Acrosaur with two real creatures.
4825. Let’s play with fantasy! Create your own fictional
dinosaur based on your imagination and on your name.
a) To give your dinosaur a name, write your name backwards
and add “saurus”
For example, if you were called Susan, your dinosaur would be
called: “Nasunsaurus. Complete this sentence:
If I had the chance to create a dinosaur, my dinosaur’s name
would be………………………………………………………………..
b) Circle the period and the place your dinosaur would live in.
4926. Write about your fictional dinosaur. Include the way it
would look like, eating mode, special traits and the
actions it would do.
My dinosaur would be called…………………………………………………………….
It would live …………………………………………………………………………………….
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
5027.Draw your fictional dinosaur in the box below:
Name:.………………………….
51Stand up and Say No!
28. Circle the option you hear:
Chorus:
Let us hold our a) hands/hearts
We can have a b) choice/voice
All together
C) Stand/speak up and say no
If you do not like
What you are d) doing/going through
And you e) won’t/don’t know what to do
You can have a e) word/say
Find the way to explain
That your body is f) feeling/being strange
Make a move and speak g) out/up
Don’t hide h) your/any sorrows
Afraid, angry or sad
Don’t you i) wait/stay till tomorrow!
Chorus
When you find it j) hard/tough
To voice your feelings
And k) stress/express just what you need.
Take a stand and l) talk/call
Real friends who care
And m) share/say freely how you feel
You can learn to say stop
No one can n) hurt/harm you
You are no more alone
We are here to o) support/hold you
Chorus
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