Exhibits
Dinosaurs: Modeling the Mesozoic
The evidence we collect through the fossil record tells a tantalizingly incomplete and still evolving tale. Here, through fossils and life-size models, visitors get a sense of how paleontologists continue to compile evidence, changing the way we view these extinct animals.
Perhaps most emblematic of that change is our full-size model of Tyrannosaurus rex standing at the center of this exhibit. Our first T. rex, created in the 1960s (and now holding court in the Museum's drive), was based on all of the evidence that paleontologists had at the time: three very incomplete skeletons. Today, we have uncovered well over 30 skeletons—some almost complete—leading to the very agile and trim T.rex model on display.
Fossils are the clues that provide the evidence, and models give shape to the clues that we find. This exhibit encourages you to explore some of these fossil clues: bones, footprints—even dinosaur dung. Compare the bones of a bird, an iguana and a dinosaur, and see how today's evidence tells us that at least one branch of dinosaurs is much more closely related to birds than we ever imagined.
At our "Who's in the Family?" mural, figure out what separates dinosaurs from other ancient animals—and which dinosaurs eventually lead us to birds. Examine our "bone dictionaries" to explore mystery skeletons, play with scale models of the Coelophysis, and use the computer kiosks to find out more about our Mesozoic murals. Finally, try to imagine what future dinosaur models might look like.
| Format | Exhibit |
| Grades | K – Adult |
| Location | Blue Wing, Lower Level — Museum of Science, Boston |
| Website | n/a |
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Dinosaurs: Modeling the Mesozoic
+ View Detailed Standard Connections
Secondary Connections:
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Life Science (Biology) > Evolution and Biodiversity (Grade: K – 2)
- Biology > Evolution and Biodiversity (Grade: 9 – 10)
- Life Science (Biology) > Evolution and Biodiversity (Grade: 6 – 8)
National Science Education Standards (1996)
(National)
- Science as Inquiry > Understanding about scientific inquiry (Grade: 5 – 8)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 5 – 8)
- Life Science > Biological evolution (Grade: 9 – 12)
References:
National Science Education Standards (1996)
(National)
- Earth and Space Science > Earth's history (Grade: 5 – 8)
- Life Science > Biological evolution (Grade: 9 – 12)
- Life Science > Diversity and adaptations of organisms (Grade: 5 – 8)
- Life Science > Diversity and adaptations of organisms (Grade: 5 – 8)
- Earth and Space Science > Properties of earth materials (Grade: K – 4)
- Earth and Space Science > Origin and evolution of the earth system (Grade: 9 – 12)
- Life Science > The characteristics of organisms (Grade: K – 4)
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Life Science (Biology) > Characteristics of Plants and Animals (Grade: 3 – 5)
- Earth and Space Science > Earth Processes and Cycles (Grade: 9 – 10)
- Biology > Evolution and Biodiversity (Grade: 9 – 10)
– View Concise Standard Connections
Secondary Connections:
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Life Science (Biology) > 05 Evolution and Biodiversity (Grade: K – 2)
Recognize that fossils provide us with information about living things that inhabited the earth years ago. - Biology > 5.1 Evolution and Biodiversity (Grade: 9 – 10)
Explain how the fossil record, comparative anatomy, and other evidence support the theory of evolution. - Life Science (Biology) > 11 Evolution and Biodiversity (Grade: 6 – 8)
Recognize that evidence drawn from geology, fossils, and comparative anatomy provide the basis of the theory of evolution.
National Science Education Standards (1996)
(National)
- Science as Inquiry > Understanding about scientific inquiry (Grade: 5 – 8)
Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances. - Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: 5 – 8)
Think critically and logically to make the relationships between evidence and explanations. - Life Science > Biological evolution (Grade: 9 – 12)
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification.
References:
National Science Education Standards (1996)
(National)
- Earth and Space Science > Earth's history (Grade: 5 – 8)
Fossils provide important evidence of how life and environmental conditions have changed. - Life Science > Biological evolution (Grade: 9 – 12)
Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms. - Life Science > Diversity and adaptations of organisms (Grade: 5 – 8)
Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the earth no longer exist. - Life Science > Diversity and adaptations of organisms (Grade: 5 – 8)
Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. - Earth and Space Science > Properties of earth materials (Grade: K – 4)
Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time. - Earth and Space Science > Origin and evolution of the earth system (Grade: 9 – 12)
Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed. - Life Science > The characteristics of organisms (Grade: K – 4)
Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Life Science (Biology) > 01 Characteristics of Plants and Animals (Grade: 3 – 5)
Classify plants and animals according to the physical characteristics that they share. - Earth and Space Science > 3.11_ Earth Processes and Cycles (Grade: 9 – 10)
Broad Concept: Geologic time can be determined by analyzing rocks and fossils. - Biology > 5.3 Evolution and Biodiversity (Grade: 9 – 10)
Describe how the taxonomic system classifies living things into domains (eubacteria, archaebacteria, and eukaryotes) and kingdoms (animals, plants, fungi, etc.). [Note: there is an ongoing scientific debate about the number of kingdoms and which organisms should be included in each. The following websites provide more information: Brave New Biosphere whyfiles.org/022critters/phylogeny.html, and The Tree of Life Project Root Page phylogeny.arizona.edu/tree/life.html.]
Dinosaurs: Modeling the Mesozoic
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Dinosaurs: Modeling the Mesozoic
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