Dino Names Directions
MANY LARGE words that are used every day are made up of small, pieces of words called roots or combining forms. The roots come from other languages like Greek and Latin and, when combined, form common English words. For instance, using the four roots:
several common words can be made such as:
The names of dinosaurs are formed the same way. Although they often seem to be merely long strings of random letters designed by scientists specifically to be difficult to pronounce, the names of the animals are combinations of word roots that always describe something about the animal. For example, combining the following three roots:
Triceratops, a dinosaur with a three-horned face.
Another difficult sounding dinosaur name is Pachycephalosaurus. Broken down into its combining forms it means:
This is not a comment on the animal's intelligence. It is a
description of an animal with a projection on the upper part of the skull making the head
look thicker than normal.
Dinosaur names can also describe where the animal was first discovered:
Other dinosaur names honor the person who was instrumental in the discovery:
The combining forms which produce dinosaur names come from the languages of Greek and Latin. Not coincidentally many of those same forms are found in everyday words in English: corrugated cardboard (L, corrugat-), dinner plate (G, platy-). In the following activity, students will appreciate how descriptive dinosaur names are formed. In this activity students will use multiple combining forms added to the suffix "-saurus" (Greek for lizard) to form the name of a "dinosaur" which they will then draw.
Time: approximately 60 minutes
six containers (plastic bucket or envelope; something
six small cards of six different colors; total 36 (business-card size or similar)
drawing paper for each student
colored pencils, crayons or markers for each student
Grouping: Divide the class into six groups
1) Before class write each of the 36 combining forms fromTable 1 on a separate card, listing the combining forms and the meaning. Put each group into a separate container, centrally located in the room so it is readily accessible to all students. Having six colors will avoid cards being mixed up. Cards could be laminated to avoid repetition of this time-consuming step.
2) Explain that each bucket contains a word that may be used
to describe an animal. Ask one member of each group to select one card from each container
as a sample and read them to the students. For example, one combination might be,
"albi-, grandi-, plani-, lasio-, duo-, ungui-." These would be combined with the
word -saurus, to form: "albigrandiplanilasioduounguisaurus," or, in English, a
"white, large, flat, hairy, two-clawed lizard". Students should be encouraged to
rearrange the six descriptors any way they would like.
3) Distribute drawing materials to each student.
4) Each student should then draw a picture of the animal described by the six combining forms and write the combining forms across the bottom of the drawing.
5) At the end of the allotted time have each group present all of their drawings to the class.