To accompany ‘50 years on, Lucy offers lessons for achieving fossil fame’  

SCIENCE

Before Reading:

1. Why is the study of fossil bones useful in learning about past species? List at least three types of information scientists can learn about an organism by finding and studying its fossils.
2. To the best of your knowledge, describe generally how humans evolved. Where in the world did this process start? What are some modern species that are close relatives of humans?

During Reading:

1. How long ago did Lucy live? Where are her remains housed today?
2. Which of Lucy’s features are humanlike? Which are more apelike?
3. What is one major way that Lucy’s discovery changed scientists’ view of human evolution?
4. What species does Lucy belong to?
5. Where was Lucy found? How complete is her skeleton?
6. How did the location where Lucy’s body was buried help in preserving her bones? How did it later help them be discovered?
7. How did the geology of the Hadar site help scientists determine when Lucy lived?
8. How did Lucy get her name? How does this differ from how other fossils have been named?
9. How did Lucy’s skeleton challenge the Leakeys’ views about the evolution of the genus Homo?
10. Why do researchers think Lucy walked upright? Which of her features suggest she might have spent time in trees?

After Reading:

1. There are still many unanswered questions about human evolution. Pick one aspect described in this story that is still controversial or unknown. What additional information or evidence would be useful to better understand this aspect of human evolution?  
2. Only relatively few fossils become as famous as Lucy or “Sue,” a Tyrannosaurus rex skeleton housed at the Field Museum in Chicago. Think of two outcomes that might result from a fossil becoming well-known among non-scientists that might not have occurred otherwise. Are there possible downsides to a fossil or other scientific specimen gaining public fame? Explain why or why not.