Ditty Do

(Do Wah Ditty Diddy)

Here he comes just a stomping with his feet

Singing "dino ditty, ditty dum, ditty do."
Searching all round for something good to eat,
Singing "dino ditty, ditty dum ditty do."
He's huge, (He's huge), He's strong, (He's strong.)
He's huge, he's strong, won't be hungry very long.
"dino ditty, ditty dum , ditty do."
"dino ditty, ditty dum, ditty do."

Dinosaur Action Song

(to the tune of "This Old Man")

Dinosaur, touch the floor

Shake your tail and give a roar
(refrain):
You're the finest looking dinosaur that I have ever seen.
Please come sing and dance with me.

Dinosaur, show me four, turn around and face the door

(repeat refrain)
Dinosaur, stretch once more, go to sleep, but please don't
roar.
(repeat refrain)

maybe you could have pics of different dinosaurs and let

5 children
pretend to be the dinos......(do a few times)
STOMP, STOMP, STOMP

The first big dinosaur went stomp, stomp, stomp

I said to the first dinosaur, "Stop, stop, stop!"
The second big dinosaur went run, run, run,
I said to the second dinosaur, "Fun, fun, fun!"
The third big dinosaur went thump, thump, thump.
I said to the third dinosaur, "Jump, jump, jump!
The fourth big dinosaur went whack, whack, whack
I said to the fourth dinosaur, "You stay back!"
The fifth big dinosaur went creep, creep, creep.
I said to the fifth dinosaur, "It's time to sleep!"
Ideas needed for 'Dinosaur Day' VERY LONG
Posted by Sandy/K/MO, , on 7/11/99
Using aluim. foil and pipe cleaners they designed their own dino. :-)
Have them make clay and then they can either do fossil or dino.
Fossil.... have them use something to break it open... I had paint brushes for
them to use too.
Using bisquits (refrig) I have them make a dino bone then bake and eat.
Cut out bone shape in a sponge and place in sand. Pour salt water over the
sponge, check progress for a couple of days.
Make dino mobiles of the flying dino's. some things I have collected from other
places and people.
Dinosaur Ideas #1
Use clay to make dinosaur teeth necklaces (like shark tooth necklaces).
Add paint if desired. String and wear your necklaces! At circle, before
we did this, I made a "jaw-shape" (oval) about 6-8 feet long. We sat
around the edge of the jaw. After revealing that this was about the size
of a T-Rex's jaw, we estimated how many of us would fit into the jaws,
then we recorded our findings, making a couple of tries to make sure
everyone had a turn.
Make tin can stilts so you can stomp around like a dinosaur.
Do the "Dino-Pokey" (same tune as Hokey-Pokey, just change words (from
Mailbox magazine)
claws in/claws out/scratch 'em all about feet in/feet out/stomp them all
about
teeth in/teeth out/chomp them all about
tail in/tail out/wag it all about

Dinosaur Measurement Math Grade Level (K-1) by Wendy Guzak

Objectives:
1. To give students a concrete example of the size of the
Brontosaurus (now known as Apatasaurus) (65 feet), Tyrannosaurus Rex (47
feet), Deinonychus (10 feet), Triceratops (20 feet) and the Stegosaurus
(26 feet). 2. To give students practice with estimating.
3. To give students practice counting objects and recording the
results. Materials:
1. Paper strips (1 foot long each)
2. Information about each of the above mentioned dinosaurs
3. Poster to fill out with information that we find
4. Books to be used for background information (See Bibliography)
5. Scientists (or students)

Procedure:
1. Discuss background information with center group about their
dinosaur. Use books during center time to help with this information.
2. Have children count out how many paper strips they will need.
For example, the T-Rex will need 25 strips. 3. Take center group
out in the hall, and let children lie pieces on floor, end to end.
4. Discuss with the children how big the dinosaur truly was.
5. Ask children to estimate how many children's bodies it would
take to equal the one dinosaur. (If the children were laid out on the
floor head to toe, head to toe). 6. Record guesses on poster.
7. Lie children on the ground, head to toe, and find the true
answer. (This may require more children than are in the center group, so
children from inside the room will be asked to come out into the hall.)
8. Discuss results with the center group.
9. Repeat with next center group using a new dinosaur.
Evaluation:
1. Do the students better understand how big a dinosaur really
was?. Can they communicate this information to other students? 2.
They should be able to estimate size better than when they started.
3. Did the students count both the number of paper strips, and
the number of children correctly? Did they record the numbers correctly.
Reflection & Extension:
I had a very difficult time getting the children to cooperate with me
during the body measurement section of this lesson. If I do this lesson
again, I need to think of a new way to work this. An extension to this
lesson that I spontaneously created was to have the children report to
the rest of their classmates about their dinosaur. The children really
enjoyed this activity. Turn your sand box into an excavatiion site? Ask
your butcher for some large bones. Soak them for a day or two in bleach
water to disinfect. and then boil in water til clean. put then in the
dand box and have the kids find them.

One of our fav. is puttin a small toy dino in a balloon, blowing it up,
and cover it with paper mache. After it is dry, we painted them
different bright colors, decorated them with spots, stripes, etc than we
made a dino nest for the eggs. We blew up a plastic kiddie pool, covered
it with brown butcher paper and added raffia on the bottom and hanging
over the edges, than added our eggs. We had them on display for open
house; all 19 got to make one. After awhile we cracked them open and
everyone had a baby dino to take home.
We cut out dino eggs shapes from brown paper bags and sponge painted the
bags. Then we cut out a white "inside" the same size and the kids
colored baby dinos inside. Made T-rex head puppets - with a moveable
jaw - and cut triangles for teeth and attached the teeth. We painted
"long necks" made from paper plates. We hunted for dino bones in the
sand table - dog bones painted white. We were paleontologists and "dug"
for bones in brownies. I have them for two days - we did lots of
sorting and biingo games, too.

Journal Topics:
*Draw a carnivorous dinosaur. What do carnivorous dinosaurs eat?
*Draw an herbivorous dinosaur. What would he be eating?
*Draw your favorite dinosaur.
*What would it be like if the dinosaurs hadn't become extinct?
*What would you do if you found a giant dinosaur egg in your backyard

Creature Features
Shared Reading:

day 1:
make predictions using the front/back cover, introduce
book, title, author, and illustrator, then read for
enjoyment!

day 2:
reread the book with the children, focus their attention on
new vocabulary

day 3:
reread the book with the children, focus on print
conventions
We reviewed book terms: author, illustrator, and title. We
introduced contractions: I've, what's, I'm .

day 4:
reread the book with the children, experimenting with
intonation and expression, focus on same/further print
conventions or language targets
We reviewed the color and number words we knew and
focused on highlighting contractions.

day 5:
reread and respond (responses can be oral, written, or
visual, depending on the shared reading book)
We respond to this book by creating our own class book,
using the pattern questions as a frame:
In this box I've got a CREATURE.
Guess what it is by checking each feature.

How many legs?

How many eyes?
What's its color?
What's its shape?
What does it feel like?
 It must be a .....
This book immediately becomes a class
favorite! It is about 4 different "mystery"
creatures, hidden in a box. Clues are given
before revealing each animal in this wonderful
repetitive pattern book.

Dinosaur Pie"
Focus Poetry
day 1:
introduce poem, invite predictions, discuss the
message

day 2:
read poem together, discuss new/interesting
vocabulary
We discuss the meaning of "stomp" and "romp."

day 3:
read poem together, use poem to introduce or
reinforce any new print concepts
We reviewed contractions: I'm and don't.

We reviewed rhyming words and the "-ap" word

family.

day 4:
read poem together, move/stamp/clap/snap to the
rhythm, reinforce print concepts
We highlighted contractions.

We highlighted rhyming words.

day 5:
students add poem to poetry journal, then illustrate
and take it home to share with their families
They illustrated the poem and then "highlighted"
(with yellow crayon) the contractions and other
known words.

They illustrated the poem and highlighted rhyming

words.
"Dinosaur Stomp"
"Dinosaur Stomp"

Stomp! Stomp! Stomp!

Dinosaurs romp.
Zap! Zap! Zap!
Dinosaurs flap.
Boom! Boom! Boom!
Dinosaurs zoom.
Please no more!
Dinosaurs snore.
"Dinosaur Pie"
Dinosaur pie, dinosaur pie.
If I don't get some,
I think I'm gonna die!
Give away the green grass.
Give away the sky.
But don't give away my dinosaur pie!

Center Ideas:
art: marble paint egg shapes (to be used later),
create clay dinosaurs, add to the dinosaur mural

writing: "Dinosaurs had...."

sewing: sew dinosaur shapes

fine motor: perforate dinosaur shapes, scribble art dinosaurs

science: Students explore tubs of sand to find "dinosaur bones" (tongue depressors, popsicle sticks,
toothpick, etc.) and other artifacts. Then they may piece them together in a skeleton shape and glue to
a piece of construction paper.

Whatever Happened to the Dinosaurs? by Bernard Most

*As a class, brainstorm more "reasons" the dinosaurs disappeared.
Students use the book's pattern: "Did they ___________." to write/illustrate
their ideas. The pages will be published into a class book.

My Visit to the Dinosaurs by Aliki

If The Dinosaurs Came Back by Bernard Most

*Discuss what would happen if the dinosaurs really came back... Would
you keep one as a pet? Would you put him to work? Would you run away?
Students illustrate/respond to the prompt:
"If the dinosaurs came back, _____________."

Baby Dino's Busy Day by Peter Seymour

Why Did the Dinosaurs Disappear? The Great Dinosaur Mystery by Melvin
and Gilda Berger

Dinosaurs by Kathleen N. Daly

The Day of the Dinosaur by Stan and Jan Berenstain

*Students will work in committees to complete a mural depicting dinosaurs
and their habitats.

DINOSAUR RESEARCH:
*Each year, our classes complete research on their favorite dinosaurs. We
have lots of classroom resources to choose from: books, fact cards, posters,
the internet, etc. They use 5th grade reading buddies to help find the
answers to simple questions:
My dinosaur's name is ______________.
Its name means ______________.
My dinosaur lived on the land or in the water.
My dinosaur was __________ long and ___________ tall.
It weighed __________.
It ate _____________.
It walked on 2 feet or 4 feet.
My dinosaur was special because ____________________________________.
More interesting facts about my dinosaur:

Bibliography (students list their sources by title

Math/Graphs:
*Students graph their favorite dinosaurs.
*Students estimate plastic dinosaurs.
*Students measure ingredients to make "Dinosaur Food."
1/4 cup dirt (cocoa)
1/2 cup swamp water (milk)
2 cups crushed bones (sugar)
1/2 cup fat (butter)
2 cups grass (oatmeal)
1/2 cup squashed bugs (peanut butter)
Heat the first 4 ingredients to a boil in an electric skillet. Add "grass."
Remove from heat. Add "bugs." Drop by spoonfuls on wax paper. Yum!!

Science/Social Studies:
*Students use toothpicks to "excavate" chocolate chips from Chips Ahoy
cookies. They record the number of chips on a class data chart.

Literature and literature extension ideas:

Because Bernard Most has written so many wonderful dinosaur books, I
usually use this time as an author study about him, as well!

1. Read If the Dinosaurs Came Back by Bernard Most. Ask the children
to brainstorm their own ideas of what they would do if the dinosaurs
came back.

2. Read Whatever Happened To The Dinosaurs by Bernard Most. (My

classes always love this one!) Ask the children to draw a picture of a silly
thing that could have made the dinosaurs disappear. Some of the
examples from the story include that the dinosaurs went to outer space
or they are in jail. Collate the children's drawings and make into a class
big book.

3. Read A Dinosaur Named After Me by Bernard Most. After reading

the story, look at pictures of different types of dinosaurs and compare
physical characteristics. (Some dinosaurs had two legs, some had four.
Some had long necks, some had spikes, etc.etc.) Ask the children to
create their own dinosaur using Crayola Mold Magic. When the molds dry
allow them to paint their dinosaurs using tempera paint. Ask the children
to name their dinosaurs after themselves, such as Maryosaurus Rex or
Edguanodon. You can even write poems for these dinosaurs, using the
pattern below:

If I were a dinosaur,

A __________________ I would be

I would eat __________________

And _______________________ I would see.

But since I'm not a dinosaur,

I am happy to be me!

4. Read Four and Twenty Dinosaurs by Bernard Most. In this book, the
author takes nursery rhymes and rewrites them to include dinosaurs. You
can ask the children to act out some of the nursery rhymes. We usually
make a bulletin board display with "There was an old woman who lived in a
shoe, she had so many dinosaurs she didn't know what to do........." I use
poster paper to make a huge cut-out of a shoe. The children color and
cut out small dinosaurs to place around the shoe. We put the children's
photographs on the dinosaurs before we hang them.

Can I Have a Stegosaurus, Mom? Can I? Please? by Lois G. Grambling

*Students use their marble-painted egg shapes (from the art center) to
complete their response to this story.
They will glue the prompt: "Can I have a _______, Mom? Please?" on the egg,
filling in the name of their favorite dinosaur on the blank.
Then they will glue only the top of the egg to a piece of manilla paper (to
create a flap). Under the egg-flap, students will draw the kind of dinosaur
they would like to have.