Dear Educator,

Welcome to the Center for Puppetry Arts and our production of Dinosaurs. Founded in 1978, the Center is a cherished cultural and educational resource in Atlanta. We value your patronage and are delighted that you have chosen us as a teaching resource. Your students are in for a big treat!

This study guide was designed to enhance student learning before and after your visit to the Center for Puppetry Arts. Our awe-inspiring production of Dinosaurs is the perfect accompaniment to a thematic unit on dinosaurs, prehistoric life, or geologic time.

All three areas of programming at the Center for Puppetry Arts (performance, puppet-making workshops, and Museum) meet Georgia Quality Core Curriculum Standards (GA QCCs), Georgia Bright from the Start Pre-K Program Standards, and Georgia Performance Standards (GPS) where applicable. To access the GA QCC/Performance Standards that have been correlated to each programming area according to grade level, click the links below:

To access a complete list of GA QCC/Performance Standards for all grades and subjects, please visit http://www.georgiastandards.org/.

Thank you for choosing the Center for Puppetry Arts for your study trip. We hope that your students’ experience here will live on in their memories for many years to come.

Sincerely,

Alan LouisDirector of Museum and Education Programs

Center for Puppetry Arts® Study Guide

Official Hotel Partner:

Official IT Partner:

2009-10 Season supported in part by:

Puppets: The Power of Wondersponsored by:

Sept 29 - Nov 29, 2009Performances Tuesday - Sunday

Education Program supported in part by:

2009-10 Family Series sponsored in part by:

Atlanta Foundation • Equifax Foundation • Georgia Health Foundation • Georgia Power Foundation, Inc. • Herman Miller Foundation • The Imlay Foundation, Inc. •

Kraft Foods • Livingston Foundation, Inc. • Pittulloch Foundation • The Rich Foundation, Inc.

®

IN YOUR LIFE. OFF YOUR MIND.

THE HEARST FOUNDATION, INC.

Photo by David Zeiger

Performance sponsored in part by:

A Note from the Education

Department

Dinosaurs, P-K & K Dinosaurs, Grade 1Dinosaurs, Grade 2Dinosaurs, Grade 3Dinosaurs, Grade 4Dinosaurs, Grade 5Dinosaurs, Grade 6

SynopsisFasten your seatbelts! The Center for Puppetry Arts is about to bring you face-to-face with some amazing creatures from the past when Jon Ludwig’s Dinosaurs returns to our stage. Our story begins in the present day in the nest of a songbird named Francine. Francine is bored with her daily routine of singing sweetly. She feels the urge to growl and roar and stomp around like a dinosaur. Francine’s mother can empathize with Francine’s feelings: after all, there is a dinosaur or two somewhere in the branches of their family tree. To satisfy Francine’s longings, Francine’s mother produces a dusty old book about dinosaurs written a long time ago by Francine’s great, great, great, grand-auntie Archaeopteryx (ark-ee-op-ter-ix). When Francine settles in to read the book she gets a big surprise. The book comes to life and Francine is transported back in time for one incredible lesson after another along the geologic timeline. From the vast Paleozoic sea to the Jurassic landscape, Francine is now able to truly understand her feelings and comprehend her family history. Set to an original score by John Cerreta, Dinosaurs features soaring prehistoric melodies and five original songs.

Style of PuppetryDinosaurs is performed by five skilled puppeteers using a variety of puppetry styles. As students will observe, certain types of puppets work best for certain types of characters. One type of puppet used in our show is a hand-and-rod puppet. Puppeteers operate hand-and-rod puppets by placing one hand inside the head of the puppet to turn the puppet’s head and open and close its mouth. The

2

puppeteer’s other hand operates the control rods attached to the puppet’s hands, or in this case, wings. Francine Bird and her family are examples of hand-and-rod puppets. You will also notice shadow puppets in our production. The shadow puppets in our show are flat figures cut from Lexan performed either on an overhead projector or in an “alley” between the shadow screen and a very bright halogen bulb. This way, the silhouette image that the puppeteers create on the shadow screen can be much larger than the actual puppet itself. The puppets in the underwater segment of our show are “black light” puppets. Black light puppets are painted with a special paint that reacts under ultraviolet light. When the black lights are turned on, the underwater creatures glow in the dark. The largest type of puppet used in our show is known as a body puppet. Body puppets are so large that the puppeteer must get inside the puppet to bring the character to life. T-Rex and Triceratops (try-ser-a-tops) are examples of body puppets. A puppeteer’s vision is severely limited when inside a body puppet. Therefore, the performer inside of T. Rex must exercise caution while stomping about the dimly lit playing area. Dramatic special effects like fog and strobe lights help tell the story by simulating prehistoric conditions (like volcanic eruptions) and by creating certain moods on stage. Character voices and animal sounds are all performed live by the cast. Each puppeteer wears a cordless microphone to amplify her/his voice. The puppeteers dress in black from head to toe and remain in the shadows while manipulating their puppets in the lighted playing area. This is commonly known as Czech Black technique as it originated in the Czech Republic of Central Europe.

Puppet builder Jason von Hinezmeyers’ working sketch of the T-Rex body puppet.

© 2009 Center for Puppetry Arts®. All Rights Reserved.

Bibliography• Aliki (Brandenberg, Aliki). My Visit to the Dinosaurs (Revised Edition). Harper & Row, 1985.

• Berger, Melvin and Gilda. Did Dinosaurs Live in Your Backyard? Questions and Answers About Dinosaurs. Scholastic Reference, 1998.

• Cadbury, Deborah. Terrible Lizard: The First Dinosaur Hunters and the Birth of a New Science. Henry Holt & Company, Inc., 2001.

• Carrick, Donald. Patrick’s Dinosaurs. Calrion Books, 1983.

• Gardom, Tim & Milner, Angela. The Book of Dinosaurs: The Natural History Museum of London. Carlton Books, 1993.

• Cole, Joanna & Degen, Bruce. The Magic School Bus in the Time of the Dinosaurs. Scholastic, Inc., 1994.

• Grant, Lesley. Discover Bones: Explore the Science of Skeletons. A Royal Ontario Museum Book. Addison-Wesley Publishing Company, 1991.

• Martill, Dave & Naish, Darren. Walking With Dinosaurs: The Evidence. Dorling Kindersley, 2000.

• Marzollo, Jean. I’m Tyrannosaurus! A Book of Dinosaur Rhymes. Scholastic, Inc., 1993.

• Relf, Pat. A Dinosaur Named Sue: The Story of the Colossal Fossil. Scholastic, Inc., 2000.

• Sloan, Christopher. Feathered Dinosaurs. National Geographic, 2000.

• Sloan, Christopher. Supercroc and the Origin of Crocodiles. National Geographic, 2002.

• Taylor, Dr. Paul D. Dorling Kindersley. Eyewitness Books: Fossil. Dorling Kindersley, 1990.

Internet Resourceshttp://www.fernbank.edu/museum/Visit the Fernbank Museum of Natural History online – Atlanta’s home to dinosaurs!

http://www.fmnh.org/sue/default.htmVisit Sue, the largest, best-preserved, most complete T-Rex fossil ever found. Sue now resides at the Field Museum of Natural History in Chicago, IL.

http://palaeo.gly.bris.ac.uk/dinobase/dinopage.htmlCheck out Dinobase, a database with a list of dinosaurs, a classification of dinosaurs, pictures and more from the University of Bristol, U.K.

http://www.bbc.co.uk/sn/prehistoric_life/dinosaurs/Explore this resource from BBC Television, UK, called Age of the Dinosaurs.

http://www.nmnh.si.edu/paleo/dino/Visit the Smithsonian Museum of Natural History in Washington, DC. Here you will find a comprehensive dinosaur Web site created by the Department of Paleobiology.

http://www.ucmp.berkeley.edu/diapsids/dinosaur.htmlExtensive information about the dinosaurs from the University of California Museum of Paleontology.

http://pubs.usgs.gov/gip/dinosaurs/Find the answers to frequently asked questions about dinosaurs.

http://teacher.scholastic.com/activities/dinosaurs/Explore lots of fun online Dinosaur activities at the Scholastic Teachers Web site.

3

Francine the song bird and her family in a scene from Dinosaurs

© 2009 Center for Puppetry Arts®. All Rights Reserved.

Learning Activities

Pre-K & K: How Big Were the Dinosaurs? See for Yourself.GA Bright from the Start Pre-K Program Standards: Pre-K, Mathematical Development: MD1i, MD5b. GA Performance Standards (GPS) covered: Kindergarten, Mathematics: Measurement, MKM1a, Process Standards: MKP4c.

Objective: Students will work in pairs to model the length of five different dinosaurs using standard measures (feet).

Materials: Dinosaur length information (provided below), large spools of different colored yarn, a yardstick or tape measure, a ruler (or a class set of rulers), five cardboard paper towel tubes, scissors, a gymnasium floor or large outdoor area, lawn stakes (outdoors) or sandbag-type weights (indoors), wooden dowels slightly longer than the cardboard tubes, chalkboard, dry erase board or chart paper, colored markers that match yarn colors.

Procedure: 1. Refer to the following information regarding the length of certain dinosaurs:

Dinosaur Length T-Rex ............................................................................40 feet Triceratops ..................................................................25 feet Ankylosaurus ..............................................................25 feet Parasaurolophus ........................................................30 feet Apatosaurus ...............................................................90 feet

2. Assign each of the dinosaurs a corresponding yarn color and record the color next to each dinosaur’s name.

3. Measure out and cut lengths of different colored yarn to represent the actual length of each dinosaur. Wrap each length of colored yarn around a cardboard paper towel tube (spool). Place a wooden dowel through the tube so spool will rotate on dowel to let yarn out.

4. Prepare 10 sandbag-type weights (or lawn stakes if conducting lesson outdoors). You might want to attach a picture of each dinosaur on each sand bag or stake.

5. Ask students to think of a way that they could show just how long dinosaurs really were. Tell students that they will be taking part in an activity that will enable them to see first-hand just how long dinosaurs really were. Explain to them that the unit of measure they will be using is one foot. Hold up the ruler as an example, or give each student a ruler.

6. Write the names of the five dinosaurs on the board or chart paper in the color that corresponds to the yarn color. Then write the length of each dinosaur next to each one’s name.

7. Explain to the students that you have measured out yarn in those exact lengths. Show them the spools. Ask them if they can predict which color is the longest just by looking at the spool.

8. Align students so that all of the starting points are even on a gym floor or outdoor field. Have one student stand at the starting point holding the ends of the wooden dowel so spool can turn freely. Have the other person in the pair unwind the yarn while walking in a straight line. Help students to tie the ends of the yarn to the sandbag weights or stakes. When they are finished, you will have made a giant bar graph. Have students walk the length of each piece of yarn comparing the distances.

9. Ask: Which dinosaur was the longest? Which was the shortest? Were any two the same length? Which two were closest in length? Ask students to rank the dinosaurs first, second, third, fourth and fifth according to length.

10. Conclude the activity by creating a bar graph to hang in the classroom.

4© 2009 Center for Puppetry Arts®. All Rights Reserved.

5

Learning Activities, continued

1st and 2nd Grade: Create a Fantasy Dinosaur BookGA Performance Standards (GPS) Covered: First Grade: Science, Co-Requisite: Characteristics of Science (Habits of Mind): S1CS1a; S1CS5a,b,c. English Language Arts (Writing): ELA1a,k. Second Grade: English Language Arts (Writing): ELA2W1a,b,c,q,t.

Objective: Students will create a fantasy picture book about a dinosaur for their classroom.

Materials: Computers with MS Word or other word processing software, printers, paper and pencils, construction paper, crayons or markers.

Procedure: 1. Have students select a dinosaur to write about. They may gather information online or from a library book. Make

sure that students know about the habitat where their dinosaurs lived, what their dinosaurs ate, important physical characteristics of their dinosaurs, etc.

2. Have students follow the steps of the writing process using a computer with MS Word or other word processing software:

1) PREWRITING - Generates ideas

2) DRAFTING - Focuses on topic - Uses prewriting ideas to complete first draft

3) REVISING - Expands use of descriptive words - Improves sequence - Adds variety of sentence types - Organizes writing to include a clear beginning, middle, and ending

4) EDITING - Begins each sentence and proper noun with a capital letter - Uses correct spelling - Uses appropriate punctuation - Uses complete sentences

5) PUBLISHING - Shares writing with others

3. Have students divide their text into pages and use a printer to print the text for each page across the bottom of each page of their book.

4. Next, students should illustrate each page with an appropriate picture to accompany the text they have written.

5. Bind student books. Have each student share her or his book aloud. Make books available for all students to read during reading time.

© 2009 Center for Puppetry Arts®. All Rights Reserved.

6

Learning Activities, continued

3rd and 4th Grade: Discover How Dinosaurs are NamedGA Performance Standards (GPS) Covered: Third Grade: English Language Arts, Reading (Fluency): ELA3R1a,c; (Vocabulary): ELA3R2 a,f; (Comprehension): ELA3R3a,m,p. Fourth Grade: English Language Arts, Reading (For Informational Texts): ELA4R1a,b,f,g,h; ELA4R3a,b,c,d,e.

Objective: Students will use information from the Dinosaur Database web site to explain the different ways that scientists name dinosaurs.

Materials: Copies of reproducible student handout, pens or pencils, computers with Internet access.

Procedure: 1. Students should go to http://www.dinodatabase.com/dinoapnd03.asp, locate the appendix and begin reading all text

and headings under How Dinosaurs Are Named.

2. Distribute student handout. Have students follow written directions on handout to complete the activity.

3. Discuss answers in class.

ANSWERS: 1) Descriptive (physical appearance), For place of discovery (geographic region where found), In honor of a person (usually a scientist); 2) Triceratops, Stegosaurus, Pachycephalosaurus, Tyrannosaurus Rex, Velociraptor; 3) Albertosaurus, Tuojiangosaurus, Yaverlandia, Malawisaurus; 4) Stokesosaurus, Fabrosaurus, Gilmoreosaurus.

Scenes from Dinosaurs

© 2009 Center for Puppetry Arts®. All Rights Reserved.

7

3rd and 4th Grade Learning Activity Worksheet

Name __________________________________________________________ Date ___________________________

How Are Dinosaurs Named?Directions: Log onto the Internet. Go to http://www.dinodatabase.com/dinoapnd03.asp. Click on “APPENDIX” on the menu bar that runs across top of page. Under “APPENDIX” click on “HOW DINOSAURS ARE NAMED.” Read the page and answer the following questions.

1. According to this article, what are three common methods of naming dinosaurs?

2. What are two examples of dinosaurs that were named for the way they look?

3. Name two examples of dinosaurs that were named for the location they were found.

4. Give two examples of dinosaurs that were named in honor of a person.

© 2009 Center for Puppetry Arts®. All Rights Reserved.

Learning Activities, continued

5th and 6th Grade: Excavate a Chocolate Chip CookieGA Performance Standards (GPS) Covered: Fifth Grade: Science, Co-Requisite: Characteristics of Science (Habits of Mind): S5CS1a,b,c,d; S5CS5b. Sixth Grade: Science, Co-Requisite: Characteristics of Science (Habits of Mind): S6CS1a,b; S6CS2a,b,c; S6CS5b.

Objective: Students will “excavate” a chocolate chip cookie to experience the steps scientists take to carefully remove dinosaur fossils from rocks.

Materials: A copy of Discover Bones: Explore the Science of Skeletons by Lesley Grant (this book is excellent if available; it is the source of this activity), chocolate chip cookies (large, wide cookies work best), small pointed instruments such as skewers or tiny screwdrivers, table knives, reproducible grid handout (below), paper napkins, pencils.

Procedure:

1. Photocopy one grid handout for each student in the class.

2. Demonstrate the technique of removing the chocolate chips from the cookie: First, choose a chip to remove. Then, gently tap the end of the skewer with the handle of the knife. Keep tapping until the chip comes free.

3. Distribute cookies, napkins and grid handouts. Have students read and follow the directions on the handout.

4. When everyone has finished, discuss results with class.

8© 2009 Center for Puppetry Arts®. All Rights Reserved.

Center for Puppetry Arts® is a non-profit, 501(c)(3) organization and is supported in part by contributions from corporations, foundations, government agencies, and individuals. Major funding for the Center is provided by the Fulton County Board of Commissioners under the guidance of the Fulton County Arts Council. Major support is provided by the City of Atlanta Office of Cultural Affairs. These programs are supported in part by the Georgia Council for the Arts (GCA) through the appropriations from the Georgia General Assembly. GCA is a Partner Agency of the National Endowment for the Arts. The Center is a Member of Theatre Communications Group (TCG), the national organization for the American Theatre, and the Atlanta Coalition of Performing Arts. The Center also serves as headquarters of UNIMA-USA, the American branch of Union Internationale de la Marionnette, the international puppetry organization.

5th and 6th Grade Learning Activity Worksheet

Name __________________________________________________________ Date ___________________________

Chocolate Chip Cookie ExcavationAccording to Lesley Grant, “Getting a fossil out of a rock is a little like getting a chocolate chip out of a cookie. Try it!”

Directions: Starting just outside the upper left hand corner square, number the squares from 1 - 10 going down the left side of the grid. Carefully trace your cookie on the grid. Use your tools to gently remove the chocolate chips from the cookie. Try to remove each chocolate chip without damaging it. Place excavated chips on a paper napkin. Record the exact location of every chip you excavate by sketching the shape of the chocolate chip on your grid. Which portion of the “archaeological site” had the highest concentration of “fossils?” Why would this information be important to a paleontologist?

9

A B C D E F G H I J

© 2009 Center for Puppetry Arts®. All Rights Reserved.

Study Guide Feedback FormThe following questions are intended for teachers and group leaders

who make use of the Center for Puppetry Arts’ study guides.

1404 Spring Street, NW at 18th • Atlanta, Georgia USA 30309-2820Ticket Sales: 404.873.3391 • Administrative: 404.873.3089 • www.puppet.org • info@puppet.org

Headquarters of UNIMA-USA • Member of Atlanta Coalition of Performing Arts and Theatre Communications GroupText by Alan Louis • Design by Melissa Hayes

© Center for Puppetry Arts® Education Department, September 2009.

1. In what grade are your students?

2. Which show did you see? When?

3. Was this your first time at the Center?

4. Was this the first time you used a Center Study Guide?

5. Did you download/use the guide before or after your field trip?

6. Did you find the bibliography useful? If so, how?

7. Did you find the list of online resources useful? If so, how?

8. Did you reproduce the grade-appropriate activity sheet for your class?

9. Additional information and/or comments:

Please fax back to the Center for Puppetry Arts at 404.873.9907. Your feedback will help us to better meet your needs. Thank you for your help!

®