Worksheet

Dinosaur Audio Tour: Word Networks

Explore cause-and-effect, part-and-whole, and item-and-category relationships in an original dinosaur museum audio-guide script.

Grade 6ELAInteractive · Printable

Aligned toL.6.5.b

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Single worksheet
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1 Common Core standard
Printable answer key
13 questions
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Details

Format: Interactive · Printable
Grade: Grade 6
Subject: ELA
Question types: Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

Students use part-and-whole and item-and-category relationships to interpret vocabulary in context.
Students distinguish causes from effects and explain how word relationships clarify meaning.

How to use

Read the audio-guide script silently or aloud. Have students return to its wording as they identify relationships, complete analogies, and explain vocabulary.

Curriculum

Common Core standard covered

L.6.5.b

Use word relationships such as cause and effect, part and whole, or item and category to understand each word better.

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Name Date

Dinosaur Audio Tour: Word Networks

Use relationships between words to understand a museum script.

Read the Script

Read this museum audio-guide script. Use connections between words to work out unfamiliar meanings.

Inside the Dinosaur Skeleton

1Welcome to the dinosaur hall. Begin beside the mounted skeleton, where fossil bones and carefully made copies form a standing display. The label identifies which pieces are original fossils. As you listen, notice how the names of objects connect: one word may name a complete structure, while another names just one of its parts.

2Look first at the head. The skull is a structure made of several bones. It forms part of the skeleton, just as a chapter forms part of a book. The display lights shine through the openings behind the eye sockets. Along the neck and back, individual vertebrae fit into a series that makes up the backbone.

3Now examine the long bone in the upper hind leg. Its label reads femur. A femur belongs to the broader category of bones; it is not the name of an entire leg. Nearby, curved ribs form part of the rib cage. These connections help you place an unfamiliar term within a larger structure or group.

4At the next display, compare feeding groups. An herbivore eats plants, while a carnivore eats other animals. These words name dietary categories, not particular species. Triceratops is one dinosaur classified as an herbivore. Allosaurus is one classified as a carnivore. Although these animals share the category dinosaur, they belong to different feeding groups.

5Finally, consider how remains can become fossils. Rapid burial by sediment can shield remains from scavengers and slow their breakdown. Here, burial is a cause, and increased protection is an effect. Over time, minerals may fill spaces in buried bones or replace some of their material. Fossilization happens under suitable conditions; most remains do not become fossils. As you leave, use each connection as a clue: ask whether a word names a part, a group, a cause, or a result.

In paragraph 2, what does the relationship between skull and skeleton help you understand about a skull?

A. It is another name for the complete framework of bones.
B. It is a category containing several kinds of skeletons.
C. It is a result produced when a skeleton becomes buried.
D. It is a structure that belongs within a larger framework.

Underline the sentence from paragraph 2 that directly supports the answer to question 1.

Look first at the head.The skull is a structure made of several bones.It forms part of the skeleton, just as a chapter forms part of a book.The display lights shine through the openings behind the eye sockets.

In paragraph 2, which meaning of vertebrae is supported by their relationship to the backbone?

A. Individual bones that form a larger structure
B. Complete skeletons that belong to one species
C. Open spaces that let light through a skull
D. Mineral deposits that cover an entire fossil

In paragraph 3, the script places femur in the category bones. Which statement correctly uses this relationship?

A. Every bone in the skeleton is a kind of femur.
B. A femur is the result of a bone becoming buried.
C. A femur is one particular kind of bone.
D. A femur contains all the bones of the hind leg.

Which pair from the script has the same part-to-whole relationship as rib → rib cage?

A. femur → bone
B. vertebra → backbone
C. burial → protection
D. Allosaurus → carnivore

Compare the Connections

Use the script to identify each relationship. In an arrow pair, read the first word before the second.

In paragraph 4, how does the relationship Triceratops → herbivore clarify the meaning of herbivore?

A. It names a dietary group that includes Triceratops.
B. It names a body part found within Triceratops.
C. It names the particular species called Triceratops.
D. It names an effect caused by Triceratops feeding.

A script editor writes, “Allosaurus is part of a carnivore, just as a rib is part of a rib cage.” Which revision fixes the relationship?

A. Allosaurus is the cause of a carnivore, not a body part within one.
B. Allosaurus is an example of a carnivore, not a body part within one.
C. A rib cage is a dietary group containing ribs, not a structure.
D. A carnivore is a body part within Allosaurus, not the reverse.

In paragraph 5, which statement correctly separates a cause from its effect?

A. Protection is the cause; rapid burial is its effect.
B. Sediment is the whole; protection is one of its parts.
C. Rapid burial is the cause; protection is one effect.
D. Rapid burial and protection name the same process.

Match each pair to its relationship. Read each pair from left to right.

skull → skeleton
Allosaurus → carnivore
rapid burial → increased protection
backbone → vertebra

A. cause → effect
B. whole → part
C. item → category
D. part → whole

10.

Sort the pairs by their relationship. Use the script rather than the fact that all the words concern dinosaurs.

Triceratops → herbivorerib → rib cageskull → skeletonrapid burial → slower breakdownfemur → boneAllosaurus → dinosaur

Part → whole	Item → category	Cause → effect

Apply the Relationships

Read the additional script notes. Use the same word relationships to interpret new terms.

11.

An additional script note says, “The mandible forms the lower jaw, which is part of the skull.” Which pair best helps a listener understand mandible through the same relationship?

A. femur → bone
B. Triceratops → herbivore
C. burial → protection
D. rib → rib cage

12.

A new script line says, “Erosion wore away the rock above the fossil, exposing it.” How does the cause-and-effect relationship clarify erosion?

A. Erosion names a process that removed covering rock.
B. Erosion names a layer forming part of the fossil.
C. Erosion names a category of buried dinosaur bones.
D. Erosion names the fossil that became visible.

13.

A listener says, “Femur → bone and rib → rib cage show the same relationship because both pairs concern bones.” Explain why the relationships differ. Then explain how each connection helps the listener understand femur or rib cage.