Daughter doing a project on how the Dinosaurs became extinct.  She is in 2nd grade & has to develop a theory?
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I have 2 theories for you. Yes the dinosaurs died when an asteroids hit the earth.\nFirst theory: The impact or blast killed the dinosaurs. We can speculate that the dinosaurs are only living in one continent. So when the asteroid hit earth the impact and blast isntantly killed the dinosaurs. We could also say that the radius of blast was thousands of kilometers.\nSecond Theory: After impact (like in bombing of Hiroshima and Nagasaki), there were formation of very thick clouds that even light cannot pass through (just like in animatrix). Because light cannot pass through there were no photosysthesis. Because of no photosysthesis, there is no production of food. Especially for primary food chain, protozoans, heavily dependent on sunlight to produce food of their own.
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well its what you are interested in\nif plants- do something about plant evolution\nif animals- major extinction of animals\nwell thats what i did. got an "A" for it
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Here it is again folks, our educational system failure on parade!  This is 4th grade science. 24 hours is the answer.  Please donate your tax money to me rather than your local school system.
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Can i help you with my research paper about the exact topic?\nthis is my answer:\n\n\nFossil records as a proof about the Continental Drift Theory…\n\n1.) Fossil records are also used to prove the existence of Continental Drift Theory. This theory believes that the Negritos (Aetas),came to our country by the use of the land bridges that sank into the ocean.\n\na. Land Bridges- These are lands that serves as bridges that is connected with one continent to the other.\nb. Negritos - These men are accepted to be our ancestors and first mans to that lived in the Philippines.\n\n2.) Continental Drift Theory can be possibly true because of the fossils that are founded on different continents, it could suggest that the continents were at one time joined, then drifted apart. The similarity in organisms means that natural selection could not have had time to take place to create dissimilarities in the species..\n\nc. Fossil- Petrified in the earth and recognizable as the remains of animals or plants. Especially the prehistoric ones (like the one that is founded in the land bridge).\n\n3.) Some scientist supports the acceptable theory of Alfred Wegener that land bridges are real and the 7 continents are a single land. Fossils are seen in land bridges maybe because when they are traveling to go to the other places they’ve died.\n\n4.) Eduard Suess was an Austrian geologist who first realized that there had once been a land bridge connecting South America, Africa, India, Australia, and Antarctica. He named this large land mass Gondwanaland (named after a district in India where the fossil plant Glossopteris was found). This was the southern supercontinent formed after Pangaea broke up during the Jurassic period. Suess based his deductions on the fossil plant Glossopteris, which is found throughout India, South America, southern Africa, Australia, and Antarctica. \nFossils of Mesosaurus (one of the first marine reptiles, even older than the dinosaurs) were found in both South America and South Africa. These finds, plus the study of sedimentation and the fossil plant Glossopteris in these southern continents led Alexander duToit, a South African scientist, to bolster the idea of the past existence of a supercontinent in the southern hemisphere, Eduard Suess's Gondwanaland. This lent further support to A. Wegener's Continental Drift Theory\n\n5.) Many evidence of the scientist said that on the year of the Pleistocene the people living in the Philippines have the same item with the people living in Java and China. Because of these evidence scientist believes that the continents are only a single land mass.\n\n\n\n\n\n\n6.) The continents of the earth today are believed to be a single land mass a long time ago. Alfred Wegener called it Pangaea which was surrounded by an ocean mass called Panthalassa. The Pangaea broke, broke and broke up as the years goes by and formed into what they are now. \n\n7.) Base in the researches of the scientist, searchers of the evidence that they’ve collected, There are already humans in our country when it is the year of the Java men and Peking 500,000- 750,000 years ago. They are saying that the first men to live here in the Philippines are in the country of Indonesia and Malaysia. For that, it proves that those land bridges really existed at that time. In fact, no boats are yet discovered at the time of the Java men and on that time the people living in the Asia are homo- erectus(Chimpanzee- like human with small skull but a brain as big as the brain of the chimpanzee.)\n\nBase on their evidence, it is in the Cagayan Valley where the greatest evidence of the men that crossed the Philippines by the use of land bridges.\n\n8.) The fossils that are founded in the land bridges are said to be the bones of the elephant, stegodons, crocodile, humans, rhinoceros, giant turtles and other animals that live in the other place of Asia.
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Have enough picture/word cards of animals/plants in a food chain for each student to have one.  You need a big ball of yarn or string.  Put the students in a circle.  The lowest person on the food chain starts.  They hold the string and throw the ball to the next highest person on the chain (preferably, they are not sitting in order).  That person holds on to the string and tosses the ball to the next person.  \n\nAt the end, you've formed a web of interconnected species.  To simulate environmental changes, have a few students drop their part of the web.  It will fall and dissinigrate showing how a healthy ecosystem is dependant on all of its occupants.\n\nHope that helps.
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have you thought about using pictures of these objects, instead of the objects themselves?  some ideas: UFO, unicorn, umbrella, Ukraine (map), unicycle.\n\nif the teacher won't accept pictures of these objects, just show your distaste for such a lousy homework assignment by sending your daughter to school with a ziploc bag full of URINE.
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I taught 5th grade a few yrs ago. I liked using their literature stories and have the students pick a character and write the story from a different perspective. You can also allow them to write about their hobby,how would someone describe you if they came into your room and didn't know you?What will you be involved in in high school? What is your goal for 30 yrs of age? Write about fav sportsman. Who is their hero? What is a hero? Feelings about America? I once did a story on a bag of marshmallows and they wrote from the marshmallows veiw. It was a good topic. You can use everyday objects and lay one on each desk. Recently I had my grandkids write a story about 3 items that I picked for them. The items had nothing in common but they wrote great stories. They also made a story plan by filling out a form with the characters,problem,2 paragraphs about how to solve the problem,how it was solved, and wraping up in the last paragragh. The next time I let them pick the items but it took them forever to get them. I think they were trying to think up a story while looking for the items. I was actually working with one grandson who was behind in reading due to ADHD( Delux!). He learned some from the new ideas I found for him and it was nice that the others of about the same age wrote with him.PBS.com is where I got some of my ideas(games,worksheets,books) to help him this summer so he got caught up. "Mrs.McGowen Lots About Reading" in the PBS site is a great source and has many ideas on all subjects. Best wishes! I miss teaching but have my hands full with grandkids!
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Dang, are you the one who made the dinosaurse go extinct... Note... I think we found the culprit...
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I love gardening. What wonderful question. For a science garden, display a star shaped flower for astronomy, some rock moss for geology, sea shells for oceanography, and a t-rex for paleontology. Oh, and don't forget to throw in a naked Ken and Barbie for anthropology. Have fun. Use your imagination. Hmmmm, how could you display archeology? maybe a mummified Skipper doll.
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a project about a topic which have many refrences (as a student) .. about something new unknown and challenging (as a researcher) !!!!
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Can you tell me what year you saw this? and was it old or new when you saw it?\n\nSo far I've found:\n*Denver, the Last Dinosaur \n*Dink, the Little Dinosaur\n*Dinosaucers\n*Danny and the Dinosaur (and other stories), (1990), 35 minutes, Wood Knapp Video, WK1167, ISBN# 1-56050-176-6, Color, Ages 3-8, from the book by Syd Hoff. \n*The King of the Dinosaurs, PLUS: The Flying Dinosaurs & The Horned Dinosaur, (1992), 30 minutes, Fisher-Price, Goodtimes Home Video, #3110, Color, Ages 3-5, from the I Love Dinosaurs books by Michael Berenstain
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I found two lesson plans in a quick search that are K-2 -- not quite preschool, but pretty close. They could easily be adapted for younger kids, I think. I found them from a search on www.readwritethink.org.\n\nThe Lesson plans:\nhttp://www.sciencenetlinks.com/lessons.cfm?DocID=365\nhttp://www.sciencenetlinks.com/lessons.cfm?DocID=110
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Sorry I'm the kind of teacher you parents despair of because thats the kind of home work I'd set.  My class have to design and make a thermal insulator to stop ice melting this week!!!\n\nTry this link it might help\nhttp://www.volcanolive.com/model.html
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I'm curious.  If finding bones is "stupid" evidence, what would you consider "good" evidence?  Thank heavens you are not in law enforcement.  I can just imagine YOU leading an investigation into the disapperance of a young lady.  Someone leads you to the scene of her murdered body lying in a field and your first response is "Well, what evidence do we have that she was murdered--and don't tell me, 'That is her murdered body right there detective!' I want GOOD evidence."\n\nIf you are going to ignore the bones found from dinosaurs then that leaves......nothing.  So using your warped historical investigation techinques, I guess we have to conclude that dinosaurs never existed.
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Not sure if this might help but anyways take a look\n\nPS: Please next time be more specific and let your kid do his own homework..Your son need to learn to do things by his own ....no offense \n\nBasic Science Process Skills \n\n\nObserving - using the senses to gather information about an object or event. Your vocabulary for this lesson:  Qualitative Observation (using the senses) and Quantitative Observation (using exact measurement).\n\nExample: Describing a pencil as yellow.\n\n\n--------------------------------------------------------------------------------\n\nInferring - making an "educated guess" about an object or event based on previously gathered data or information. \n\nExample: Saying that the person who used a pencil made a lot of mistakes because the eraser was well worn.\n\n\n\n--------------------------------------------------------------------------------\n\nMeasuring - using both standard and nonstandard measures or estimates to describe the dimensions of an object or event. \n\n   Example: Using a meter stick to measure the length of a table in centimeters.\n\n\n--------------------------------------------------------------------------------\n\nCommunicating - using words or graphic symbols to describe an action, object or event. \n\nExample: Describing the change in height of a plant over time in writing or through a graph.\n\n\n--------------------------------------------------------------------------------\n\nClassifying - grouping or ordering objects or events into categories based on properties or criteria. \n\nExample: Placing all rocks having certain grain size or hardness into one group.\n\n\n--------------------------------------------------------------------------------\n\nPredicting - stating the outcome of a future event based on a pattern of evidence. \n\nExample: Predicting the height of a plant in two weeks time based on a graph of its growth during the previous four weeks.
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What a cool project!  So to answer one of your questions, the crucial distinction among your phyla will be whether or not they're chordates -- which of course includes the vertebrates (but also some invertebrates such as sea squirts and certain worms).  \n\nSo your bipedal wolf (I'm assuming the missing d was a typo, but if "bipeal" is a word from your universe, please let me know) would be phylum chordata, class vertebrata, order mammalia, family canidae, genus canus, species lupus bipedalis (and I'm envisioning something like a cross between Lawrence Talbot and Speaker-to-Animals, without retractible claws).  But that's just off the top of my head.\n\nOne thing I've discussed with my ten-year-old son is the absence of hexapod vertebrates -- e.g. flying horses, winged dragons, etc.  If you were closer, I'd invite you over for coffee and an all-day discussion of where to classify them, and how they evolved.  Since all terrestrial vertebrates have essentially the same structure, it's clear they all shared a common ancestor which makes hexapodal vertebrates, sadly, impossible in our known universe -- so was there a hexapodal (imaginary) marine vertebrate who also scuttled across the floors of silent seas before crawling out of the surf and saying "Hey, the carcharodons can't get me here!  Kewl!"?  ...Which of course suggests all sorts of hexapodal marine vertebrates that shared the same skeletal architecture.  Ooooh, fun.\n\nAnd the final question... so zoology is the study of animals.  There's also cryptozoology, which I've described flippantly as "the study of imaginary animals."  But of course, it's more technically the study of animals that may or may not exist.  So what would we call your zoology, which is the study of animals you've intentionally invented?  Oh, of course, poeiazoology (-poeia, meaing to construct -- as in mythopoeia, the term Tolkien invented to describe the invention of mythologies.)\n\nAnd on that note, elen sila lumen omentielvo!
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I did a search in Google Scholar and came up with some articles to start with.  I posted the URL of the search results below, hopefully that will work, otherwise, go to http://scholar.google.com/ and search using "environment of the Cretaceous Wealden sedementation.  If you have access to a nearby library they may have the publications that contain the articles, or, you could ask them about there interlibrary loan department.\n\nI suggest starting with these articles and looking at the article references to find some relevant books and/or more articles.  Good Luck!