.STL File / 3D model: THE T-REX SKULL

The Trex Skull from MakerBot Academy also includes a lesson plan that investigates features of the most-studied dinosaur, Tyrannosaurus Rex.

With this 3D printable model, pupils will comprehend what could be learned from fossils and in so doing, recognize the difference between scientific facts and theories.

To download and print the whole T-Rex Skeleton, visit: digitalstore.makerbot.com


The T. rex Skull
Comprehension fossils: An introduction to paleontology


Class periods

Learning Objectives
Pupils will comprehend what could be learned from fossils and know the difference between facts and theories. They'll also develop an overall comprehension of how fossils are formed.

No matter how really drawn-out its name, many kids can name a dinosaur on sight. This lesson certainly will give students a more comprehensive comprehension of how we understand about dinosaurs and goes beyond naming dinosaurs.

In the initial section of the lesson, students will discuss the things that they understand about lions. Subsequently they'll do the same for a Tyrannosaurus Rex. While the comparison is a reach, it shows that which we all know as theory and what we all know as fact.

As pupils discuss the T. rex, they'll learn that fossils tell a story about the creature. They describe facts (how tall, how broad, what type of teeth) and thoughts (what the T. rex might have eaten, how quickly it may have moved due to its leg construction, or how it may have hunted).

The other portion of the lesson covers how fossils are formed. The goal will be to identify conditions required for fossilization. This exercise enables them to build their very own storyboard visualizing the situation for another creature to eventually become fossilized because pupils will go over this advice in the initial section of the lesson.


  1. One computer with connection to the Internet; one MakerBot Replicator 2 Desktop 3D Printer.
  2. The T-Rex Skull 3D files.
  3. Mark, paper, pencils, poster boards.

Day 1: Intro
List facts about the lion and other living creatures. List matters on the board, including: size, speed, diet, teeth, mane, tail, etc.

Inquire pupils, What would we understand about this creature if it were extinct? Discuss that just the tough parts (bones and teeth) are preserved as fossils. Ask pupils to select those things recorded on the board that show if we had were fossilized bones and teeth, that which we'd understand more about the lion. Circle proper matters on the board which are listed, then make a record of speculations.

Ask pupils what do we understand about creatures that are fossilized. Pass around the MakerBot T. rex Skull and pictures of the dinosaur, and encourage the pupils to interpret it with both facts and speculations.

Possess the class draw muscles and skin on the T. rex. Discuss imagination comes into the interpretation of fossils.

When doing the task you are going to have discussed fossilization with your pupils. Now, highlight the action as well as the discussions. On the board, make two columns. Title one, What we realize about dinosaurs. The other needs to be titled, What we've got to estimate.

Subsequently introduce these questions:

  • How can we understand that which we understand about dinosaurs? (review what was only discussed about lions and the T. rex: that bones can tell the size of the creature, its running means, what type of teeth it'd).
  • What exactly are things that we've got to think about? (While fossils may tell just what type of teeth an animal has, we need to think about what it might have eaten).
  • Mention colorings of the T. rex. Point out that we must think dinosaur colours because fossils don't tell us what colour they were.

The most well-known dinosaur fossil of our time is Sue, the T. rex exhibited at the Field Museum in Chicago, Illinois. This can get your students excited in regards to the lesson while your pupils might already know about Sue.

Encourage your students to see All About Sue (http://archive.fieldmuseum.org/sue/index.html#sues-significance).

Tell pupils to read through each one of the tabs. They are able to record their responses to these questions on a sheet of paper:

  • What do we understand about Sue? (Data, skull size, amount of bones, where it was found, etc) List answers on the board.
  • How can we understand these things all? (Pupils will probably reply bones or fossils)
  • What's the importance of locating Sue? (It's the most complete T. rex skeleton ever).
  • How can we understand this? (Pupils should be aware of this is evident through prior knowledge of other fossils as well as a comparison of Sue to other T. rex fossils

These questions can help you judge what pupils understand about fossils generally speaking before beginning the lesson.

  • What's a fossil? (Many pupils will reply bones, which is good, but ask them if things like dinosaur eggs, or even nests, are considered fossils. Trace fossils contain eggs, nests, impressions, and courses.
  • How do fossils form? (Though pupils could possibly be quite knowledgeable about dinosaurs, they might not understand the procedure that maintains the bones. That's good if pupils cannot answer the question. They're going to learn in this lesson.
  • What can fossils tell us? (Here, you can direct the pupils. Remind them of every one of the things we understand about Sue).

Day 2: How do fossils form?
Now that pupils comprehend what can fossilize, ask them how it fossilizes. Pupils may see How Fossils Form on Zoom Dinosaurs (http://www.zoomschool.com/subjects/dinosaurs/dinofossils/Fossilhow.html). Pupils will have to scroll down the page to get to the important text.

Discuss the principal purposes of the procedure:

  • A creature must get buried pretty fast.
  • Why must it be buried immediately? (If it doesn't it'd get eaten by scavengers).
  • Might it be buried? (It might be hidden by volcano or mudslide).
  • Water helps bury the creature in sediment (The interment procedure is a must. It's also why many creatures DON'T get fossilized. Discuss the likelihood of these conditions being just right).
  • Soft parts rot.
  • Sediment presses down and sand hardens to rock forming a fossil.

Challenge pupils to draw their particular diagrams showing the procedure for fossilization with whatever creature they enjoy. They ought to describe matters mentioned previously. Remind them that whole skeletons scarcely form because things get carried away and entomb it in a flash flood or intense thunderstorm, and that water could sweep over an animal.

After students complete their diagrams, tell them to pretend they're in the shoes of a paleontologist (a man who examines dinosaur fossils). Pupils can:

  • Fake they work in a museum and they've just completed piecing together a virtually complete T. rex.
  • Describe predicated on the fossil find, tell a story about its life and, the dinosaur.
  • Use what we realize about living creatures to produce thoughts about the T. rex. Back their thoughts by what they've seen in the fossils.
    • Support them to be creative. Remind them to use phrases like, This T. rex may have or the fossil evidence indicates.

Day 3: Uncovering the Facts
This task is going to be a guided discovery. Have students return to the T. rex page on Zoom Dinosaurs (http://www.zoomschool.com/subjects/dinosaurs/dinofossils/). Clarify that they'll be T. rex fact finders, but that they've to uncover details that support the facts.

Pupils will use their imagination to create ideas based on these sorts of facts. This exercise can be done independently or as a group, once pupils comprehend what they can be seeking.

As a model, discover the first couple of facts with pupils and talk about the support. Subsequently further the discussion with thoughts. As an example, the following will be found by pupils in the Physiology section of the introduction page.

  • FACT: T. rex had tiny arms, each with two fingers. Ask pupils how paleontologists understand about T. rex arms.
  • SUPPORT: By examining the fossil bone structure of the T. rex, paleontologists can see what the different parts of the body looked like.
  • THOUGHT: T. rex may have used its short arms to hold quarry while biting it. Nevertheless, this would depend on whether T. rex is a hunter or scavenger. The quarry wouldn't be fighting if he were a scavenger.

These facts are available on the exact same introduction page (http://www.enchantedlearning.com/subjects/dinosaurs/dinos/trex/index.shtml):

  • FACT: T. rex had a slender, stiff, pointed tail.
  • SUPPORT: Fossil bones reveal the tail and its own contour. The manner bones are organized demonstrate that it was stiff.
  • THOUGHT: The tail might have been used for equilibrium, allowing for fast turns while jogging. The tail could be compared to that of living creatures tail to learn about equilibrium, however this really isn't always a fact. We can't understand for certain since there's absolutely no evidence that T. rex ran.

As a class or independently, have the pupils continue going through the T. rex pages looking for facts and support. Many facts with support are available within these headings:

  • Launch
  • Skeleton
  • What T. rex ate
  • Hunting, fighting
  • Wisdom, Care of Young
  • Running
  • Disease in T. rex
  • T. rex myths
  • Extinction

While not essential to cover every fact, make an effort to discuss a few from each. This task enables pupils to obtain a comprehension of the sort of advice which can be reasoned from fossils, along with find that not all facts are thought to be 100% accurate.

Questions to discuss:

  • What type of advice can scientists find out by examining creature fossils?
  • What can the skeletal structure tell? (How an animal went, how bones fit together)
  • Can paleontologists group together specific dinosaurs?
  • What kind of present knowledge can help us learn about extinct fossils? (By taking a look at creatures now, we can make comparisons).
  • What do your pupils believe is wanted for thoughts to become facts?


Pupils can use info from the lesson to build a T. rex trading cards. This version could be designed by hand or on a computer. On the front, a graphic of the T. rex. On the rear, unique truth about the T. rex. Cards should additionally contain explanations for the facts are considered to be accurate. Pupils may then trade these cards, describing to their peers why and what facts they deemed significant.

While resources don't need certainly to be restricted to the World Wide Web, some great websites include:



To download and print the whole T-Rex Skeleton, visit: https://digitalstore.makerbot.com/t-rex-skeleton

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