“Diggery Digger’s Dino Show”(Now Available In 2D or 3D)
While Paleontologist Diggery Diggers is showing his dinosaur fossils to a live audience, he discovers a “top secret” box the museum accidentally packed. Curious, Diggery opens the box and unleashes the DinoSauroScope 3000 or DINA taking the audience back into time to interact with dinosaurs. All is well until they use DINA on a large dinosaur egg. The egg hatches and a terrible thing happens. The dinosaurs in museums around the world start to come alive! The only way to stop this dinosaur regeneration is to return the baby dinosaur back to it’s mother. Come along for a rocking dino adventure with Diggery and save the human race.
The show has incredible props including large interactive animated characters, dinosaur bones, a giant dinosaur egg and beautiful puppets. Combined with intriguing magic and rocking music, this is the Story Ship’s most memorable adventure. Audience members constantly interact with the animated dinosaurs, scan with the DINA, help solve puzzles and dance. Only you can help stop the dinosaur invasion and save the world! Book a show now!
Tech Rider: Available On request
Duration: 50 – 55 minute show (Can be shortened)
Recommended Ages: Pre-k – 3rd grade (PLEASE CHECK OUT THE COMPANION STEAM SHOW FOR OLDER KIDS BY CLICKING HERE.)
Set Up Time: 1 hour to 1 1/2 hours for schools
Curriculum Standards Connections
North Carolina Standards
R1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Students read text, view graphics and animations that accompany a scientific mystery. The theatrical skits, texts and graphical animations give clues to how to solve the mystery.)
R2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Evidence for solving the science mystery is given on a large screen video during the show. Details given found in the theatrical skits, animations and graphics help the students to use analytical skills to solve the science mystery.)
R7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* (The set includes a large video screen with projected animation and graphics and sound to help students understand facts about prehistoric animals and environments.)
1.E.2.1 Summarize the physical properties of Earth materials, properties of Earth materials that make them useful in different ways. including rocks, minerals, soils and water that make them useful in different ways.
4.E.2 Understand the use of fossils and
4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms. Essential Standard changes in the surface of the earth as evidence of the history.
4.E.2.2 Infer ideas about Earth’s early environments from fossils of of Earth and its changing life forms. plants and animals that lived long ago.
4.E.2.3 Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes.North Carolina Essential Standards 3-5
S3E2. Students will investigate fossils as evidence of organisms that lived long ago.
a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.
b. Describe how a fossil is formed.
S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
a. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
b. Identify factors that may have led to the extinction of some organisms.
South Carolina Standards
Obtain and communicate information to explain how changes in habitats (such as those that occur naturally or those caused by organisms) can be beneficial or harmful to the organisms that live there.
Develop and use models to explain how changes in a habitat cause plants and animals to respond in different ways (such as hibernating, migrating, responding to light, death, or extinction).