Article
Stock Photo (skull); Shutterstock.com (background)

The Bone Hunter

The story of the 12-year-old girl who helped discover the world of dinosaurs

By Lauren Tarshis and Kristin Lewis
From the March 2022 Issue

Learning Objective: to explore key ideas and details in a narrative nonfiction article and incorporate them into an in-role writing task

Lexiles: 940L, 860L
Other Key Skills: Greek and Latin roots, author’s craft, text structure, key ideas and details, author’s purpose, cause and effect
AS YOU READ

As you read the article and study the images, think about Mary’s contributions to science.

You swim in the turquoise waters of a shallow sea. The air above you is thick and heavy, the sun scorching. Winged lizard-like creatures the size of jet planes zip across the skies, then speed toward the water to snap up fish in their mighty jaws.

Beneath you is a world as wondrous and terrifying as the skies above. A creature called a gastropod moves across the sea floor, using its body like a fleshy foot. “Devil’s toenails”—a type of oyster—hide inside their shells. Spiral-shaped ammonites shoot through the water.

But these creatures, strange as they may be, are not the real monsters here. The real monsters are creatures like the fearsome Liopleurodon, with its massive body and toothy snout. It is a swimming killing machine that makes sharks look like kittens.

Yet you have no reason to be afraid. Because you are a monster too.

You are an ichthyosaur, a marine reptile that prowled the ocean millions of years ago. You’re giant, with eyes the size of tennis balls and a mouth full of mean teeth. Few creatures can match your speed—certainly not the fish and squid you feast on.

For years, you live your life in this extraordinary world. But like all living things, you eventually die.

You fall to the bottom of the sea. Years go by. Years become centuries. Centuries become millennia. The ocean cools. Sea levels fall. Your watery home becomes dry land and all that remains of you is a fossil, encased in rock. Forgotten.

Until one day a 12-year-old human on a windswept beach discovers you. Her name is Mary Anning. And together, you will change the world.

You swim in the turquoise waters of a shallow sea. The air above you is thick and heavy. The sun is scorching. Winged lizard-like creatures the size of jet planes zip across the skies, then speed toward the water. They trap fish in their mighty jaws. 

Beneath you is a world as wondrous and terrifying as the skies above. A creature called a gastropod moves across the sea floor. It uses its body like a fleshy foot. “Devil’s toenails”—a type of oyster—hide inside their shells. Spiral-shaped ammonites shoot through the water.

But these creatures, strange as they may be, are not the real monsters here. The real monsters are creatures like the fearsome Liopleurodon, with its massive body and toothy snout. It is a swimming killing machine that makes sharks look like kittens. 

Yet you have no reason to be afraid. Because you are a monster too. 

You are an ichthyosaur, a marine reptile that prowled the ocean millions of years ago. You’re giant, with eyes the size of tennis balls and a mouth full of mean teeth. Few creatures can match your speed—certainly not the fish and squid you feast on.

For years, you live your life in this extraordinary world. But like all living things, you eventually die. 

You fall to the bottom of the sea. Years go by. Years become centuries. Centuries become millennia. The ocean cools. Sea levels fall. Your watery home becomes dry land, and all that remains of you is a fossil, encased in rock. Forgotten.

Until one day a 12-year-old human on a windy beach discovers you. Her name is Mary Anning. And together, you will change the world.

Trustees of the Natural History Museum, London; Shutterstock.com

This illustration shows what an ichthyosaur may have looked like.
Inset: This is the ichthyosaur fossil Mary discovered.

Unusual Rocks

Mary Anning was born in the tiny seaside town of Lyme Regis, England, in 1799. From the time she was a little girl, Mary’s greatest joy was walking with her father along the beach about a mile from their house. This stretch of beach was famous for its unusual shells and rocks. The pair would gather these “curiosities” to sell to wealthy collectors.

And then tragedy struck. When Mary was about 11, her beloved father died, leaving the family penniless. After that, Mary began combing the beach with renewed energy, to support the family and help pay off their debts.

Soon Mary would find the skeleton that would alter the course of her life.

Mary Anning was born in the tiny seaside town of Lyme Regis, England, in 1799. From the time she was a little girl, Mary’s greatest joy was walking with her father along the beach near their house. This stretch of beach was famous for its unusual shells and rocks. The pair would gather these “curiosities” to sell to wealthy collectors. 

And then tragedy struck. When Mary was about 11, her beloved father died. The family was left penniless. After that, Mary began combing the beach with renewed energy, to support the family and help pay off their debts. 

Soon Mary would find the skeleton that would change her life.

Even More Fantastic 

Mary’s brother spotted it first—the 4-foot-long skull embedded in the sand, its giant eye peeking out. It was Mary who found the rest.

For months, she returned to the beach, braving fierce waves and falling rocks. Locals became accustomed to the sight of her—tattered coat pulled tight, fingernails caked with dirt, hair snarled by the salty air.

Mary painstakingly chipped away at the rock surrounding the skeleton. When she finished, she had unearthed a skeleton unlike anything anyone had ever seen. Its body was that of a lizard, but it had flippers like a dolphin and a tail like a shark. It was a whopping 17 feet long, and it took several men to help Mary carry it home.

She quickly sold the skeleton, earning enough money to feed her family for months. The skeleton was put on display at a small museum in London.

Mary’s discovery seemed like a monster from a storybook. But as the world would learn, Mary’s creature came from a place even more fantastic.

The animal was an ichthyosaur, meaning “fish lizard” in Greek. It lived about 200 million years ago, at the time when dinosaurs roamed Earth. Mary’s was the first correctly identified and complete ichthyosaur specimen ever found.

Mary’s brother spotted it first—the 4-foot-long skull embedded in the sand, its giant eye peeking out. It was Mary who found the rest. 

For months, she returned to the beach. She braved fierce waves and falling rocks. Locals became used to the sight of her—tattered coat pulled tight, fingernails caked with dirt, hair snarled by the salty sea air. 

Mary carefully chipped away at the rock surrounding the skeleton. When she finished, she had unearthed a skeleton unlike anything anyone had ever seen before. Its body was similar to a lizard’s, but it had flippers like a dolphin and a tail like a shark. It was 17 feet long, and it took several men to help Mary carry it back home. 

She quickly sold the skeleton. This earned her enough money to feed her family for months. The skeleton was put on display at a small museum in London. 

Mary’s discovery seemed like a monster from a storybook. But as the world would learn, Mary’s creature came from a place even more fantastic. 

The animal was an ichthyosaur, which means “fish lizard” in Greek. It lived about 200 million years ago, when dinosaurs roamed Earth. Mary’s was the first correctly identified and complete ichthyosaur specimen ever found. 

Phil Degginger/Carnegie Museum/Alamy Stock Photo (protoceratops); Shutterstock.com

The griffin is a mythological creature likely inspired by fossils of a horned dinosaur called Protoceratops.

Monsters and Giants

Imagine what it was like to see such a skeleton in 1811, when not a person on Earth had heard of—or even imagined—dinosaurs. Today, scientists have given us a dazzling picture of what Earth was probably like 200 million years ago, long before the first humans appeared. We can almost feel the steamy air and hear the lapping waves of the vast shallow oceans. We can picture the giant dinosaurs that strode across the land—the ferocious Allosaurus with its monstrous jaws; the towering Brachiosaurus, its head seeming to skim the clouds; the lightning-fast Dilophosaurus.

But when Mary unearthed her skeleton, this world was completely unknown. Earth was generally believed to be only about 6,000 years old. (It’s now estimated to be about 4.5 billion years old.) Few accepted the idea that an animal could become extinct. The word dinosaur did not even exist.

Of course, there had been impressive fossil finds before the 1800s: mysterious bones jumbled together in dry riverbeds, gruesome skeletons grinning out from cliffsides, strange footprints embedded in rocks.

How did people explain such discoveries?

It’s likely that many of the monsters and giants in ancient myths were in fact inspired by fossil discoveries. If you look closely at a 3,000-year-old drawing of the mythical griffin—a half eagle, half lion that the ancient Greeks believed guarded gold mines—you would see that its body structure is strikingly similar to that of a Protoceratops. It’s possible that gold miners in Asia’s Gobi Desert discovered Protoceratops skeletons, which are plentiful in that region.

Is it surprising that people may have imagined these skeletons, with their giant-beaked skulls and long, spiny tails, belonged to monsters? And would they have been so wrong?

Imagine what it was like to see such a skeleton in 1811. At the time, not a person on Earth had heard of—or even imagined—dinosaurs. Today, scientists have given us a dazzling picture of what Earth was probably like 200 million years ago, long before the first humans appeared. We can almost feel the steamy air and hear the lapping waves of the vast, shallow oceans. We can picture the giant dinosaurs that walked across the land. There was the ferocious Allosaurus, with its monstrous jaws; the towering Brachiosaurus, its head seeming to touch the clouds; the lightning-fast Dilophosaurus.

But this world was completely unknown when Mary discovered her skeleton. It was generally believed that Earth was only about 6,000 years old. (It’s now estimated to be about 4.5 billion years old.) Few accepted the idea that an animal could become extinct. The word dinosaur did not even exist. 

Of course, there had been impressive fossil finds before the 1800s—mysterious bones piled together in dry riverbeds, scary skeletons grinning out from cliffsides, strange footprints in rocks. 

How did people explain such discoveries? 

It’s likely that many of the monsters and giants in ancient myths were in fact inspired by fossil discoveries. Consider the mythical griffin—a half eagle, half lion that the ancient Greeks believed guarded gold mines. Its body structure is strikingly similar to that of a Protoceratops. It’s possible that gold miners in Asia’s Gobi Desert discovered Protoceratops skeletons, which are plentiful in that region. 

Is it surprising that people may have imagined these skeletons, with their giant-beaked skulls and long, spiny tails, belonged to monsters? And would they have been so wrong?

Hulton Archive/Getty Images

In the 1800s, “dinomania” swept across Europe and America. People competed to find the most spectacular fossils, like this giant leg bone. Later, museums built great halls to display the most impressive finds.

Lurking Somewhere

By the 19th century, many believed that fossils were the remains of animals that still existed but were tucked away in the far-off corners of the world. In 1799, workers on a farm in New York discovered the bones of an enormous animal. The skeleton attracted hordes of people when it was displayed in a Philadelphia museum.

But what was it? An unknown species of carnivorous elephant, perhaps? Surely this animal must be lurking somewhere in America. The question was where. 

A few years later, President Thomas Jefferson enlisted Meriwether Lewis and William Clark to lead a team of explorers into the American West, which was then largely wilderness. Lewis and Clark brought back specimens of many birds, reptiles, and mammals. But much to Jefferson’s disappointment, they brought no giant elephants.

So what was the skeleton that was found in New York? It was a mastodon, an elephant-like mammal that became extinct about 10,000 years ago.

By the 19th century, many believed that fossils were the remains of animals that still existed but were tucked away in the far-off corners of the world. In 1799, workers on a farm in New York discovered the bones of a large animal. The skeleton attracted crowds of people when it was displayed in a Philadelphia museum. 

But what was it? An unknown species of carnivorous elephant, perhaps? Surely this animal must be lurking somewhere in America. The question was where.

 A few years later, President Thomas Jefferson enlisted Meriwether Lewis and William Clark to lead a team of explorers into the American West. Back then, the area was largely wilderness. Lewis and Clark brought back specimens of many birds, reptiles, and mammals. But much to Jefferson’s disappointment, they brought no giant elephants. 

So what was the skeleton that was found in New York? It was a mastodon, an elephant-like mammal. Mastodons became extinct about 10,000 years ago.

New Ideas

It was only a few years after Lewis and Clark returned that Mary unearthed her ichthyosaur. It would prove to be one of the most important fossils ever discovered.

At the time, new ideas were already simmering—that Earth was far older than previously thought, that many fossils were remnants of long-extinct animals. Many scientists saw Mary’s fossil—which, unlike the mastodon skeleton, did not resemble any creature living on Earth—as proof that animals could become extinct.

Mary’s discovery helped ignite an entirely new field of science called paleontology, dedicated to studying fossils. Our understanding of Earth’s history was about to change completely.

It was only a few years after Lewis and Clark returned that Mary found her ichthyosaur. It would prove to be one of the most important fossils ever discovered.

At the time, new ideas were already simmering—that Earth was far older than previously thought, that many fossils were remnants of long-extinct animals. Unlike the mastodon skeleton, Mary’s skeleton clearly did not look like any creature on Earth. Many scientists saw this as proof that animals could become extinct. 

Mary’s discovery helped create a new field of science called paleontology, dedicated to studying fossils. Our understanding of Earth’s history was about to change completely.

Proud and Passionate

After her ichthyosaur find, Mary continued to hone her fossil-hunting skills. She could carefully excavate a fossil, transport it, preserve it, study it. She filled endless notebooks with drawings and observations.

“Mary set out what the science would be in the future by setting out the process of analysis, that scientific method,” says Dr. Anjana Khatwa, an earth scientist and author who studies the region in England where Mary lived and worked.

In the coming decades, Mary made other important fossil discoveries. She found a flying reptile called a Dimorphodon. She was the first to find the complete skeleton of a Plesiosaurus, a long-necked marine reptile that swam alongside ichthyosaurs. (Rumors swirled that the skeleton was a fake; people simply could not believe that such a strange-looking creature could be real.) She also pioneered the study of coprolites: fossilized poop.

So why isn’t Mary Anning as famous as Thomas Edison or Albert Einstein or other important scientists from history?

The reason is simple: Mary was a woman. At the time, women were barred from universities and most professions. European and American scientists in Mary’s day were almost exclusively wealthy men, often from prominent families.

Many of these scientists met Mary and marveled over her knowledge and unique talents for finding and identifying important specimens. They traveled to Lyme Regis to comb the beach with her, to hear her opinions, and to discuss new ideas.

But they never invited her to join their scientific organizations or write articles for their journals. Instead, they studied her work and wrote their own papers, sharing them at places like the prestigious Geological Society of London. As a woman, Mary was not allowed inside.

Some scientists even took credit for her discoveries. Mary resented this bitterly, but she remained proud and passionate about her work until she died, at the age of 47.

“What Mary did was quite extraordinary,” says Dr. Khatwa. “She was able to command attention based on her expertise, her passion, and her brilliance in science. She opened the doors for all of us.”

After her ichthyosaur find, Mary continued to hone her fossil-hunting skills. She could carefully excavate a fossil, transport it, preserve it, study it. She filled endless notebooks with drawings and observations. 

“Mary set out what the science would be in the future by setting out the process of analysis, that scientific method,” says Dr. Anjana Khatwa, an earth scientist and author who studies the region in England where Mary lived and worked. 

In the coming decades, Mary made other important fossil discoveries. She found a flying reptile called a Dimorphodon. She was the first to find the complete skeleton of a long-necked marine reptile called a Plesiosaurus. (Rumors swirled that the skeleton was a fake; people simply could not believe that such a strange-looking creature could be real.) She also pioneered the study of coprolites: fossilized poop.

So why isn’t Mary Anning as famous as Thomas Edison or Albert Einstein or other important scientists from history?

The reason is simple: Mary was a woman. At the time, women were barred from universities and most professions. European and American scientists in Mary’s day were almost all wealthy men, often from prominent families. 

Many of these scientists met Mary. They marveled over her knowledge and unique talents for finding and identifying important specimens. They traveled to Lyme Regis to search the beach with her, to hear her opinions, and to discuss new ideas.

But they never invited her to join their scientific organizations or write articles for their journals. Instead, they studied her work and wrote their own papers, sharing them at places like the prestigious Geological Society of London. Mary was not allowed inside because she was a woman. 

Some scientists even took credit for her discoveries. Mary resented this bitterly, but she remained proud and passionate about her work until she died, at the age of 47. 

“What Mary did was quite extraordinary,” says Dr. Khatwa. “She was able to command attention based on her expertise, her passion, and her brilliance in science. She opened the doors for all of us.”

Mary’s Legacy

Over the years, new discoveries have added to our understanding of the prehistoric world. Today, scientists study fossils with 21st-century technology and are learning more about what prehistoric creatures looked like, how they behaved, and why they disappeared. Most likely it was years of climate changes, volcanic eruptions, and, finally, a massive asteroid strike that caused dinosaurs to die out 66 million years ago.

Still, scientists say that we have seen no more than a glimpse of this ancient past. Each new discovery—a trove of fossilized eggs, a speck of fossilized skin, the skull of a giant predator—creates a more vivid picture of the world Mary helped open for us. These discoveries also offer clues that can help us understand our world and, especially, our environment—the web that connects all of Earth’s creatures.

So just think. Perhaps at this very moment, there is a kid walking on a beach somewhere, about to make a discovery that will change our ideas yet again.

Over the years, new discoveries have added to our understanding of the prehistoric world. Today, scientists study fossils with modern technology. They are learning more about what prehistoric creatures looked like, how they behaved, and why they disappeared. Most likely it was years of climate changes, volcanic eruptions, and, finally, a massive asteroid strike that caused dinosaurs to die out 66 million years ago. 

Still, scientists say that we have seen no more than a glimpse of this ancient past. Each new discovery—a trove of fossilized eggs, a speck of fossilized skin, the skull of a giant predator—creates a more vivid picture of the world Mary helped open for us. These discoveries also offer clues that can help us understand our world and, especially, our environment—the web that connects all of Earth’s creatures.

So just think. Perhaps at this very moment, there is a kid walking on a beach somewhere, about to make a discovery that will change our ideas yet again.

Writing Prompt

Write a series of three short journal entries from Mary Anning’s point of view. Use the article for ideas about events or experiences to write about. 


Writing Prompt

Write a series of three short journal entries from Mary Anning’s point of view. Use the article for ideas about events or experiences to write about. 

This article was originally published in the March 2022 issue.

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Activities (14)
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Answer Key (1)
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Activities (14)
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Essential questions: Why do we study Earth’s history? What is a trailblazer? How does scientific understanding change over time?

1. PREPARING TO READ (25 MINUTES)

Do Now: Play with Greek and Latin Roots. (10 minutes)

  • Project the task below for students to complete in their journals or on a piece of paper. (A projectable format is available in your Resources tab.) 

The word dinosaur is from the Greek deinos (terrible) and saurus (lizard). The names of dinosaurs and other reptiles that lived during their time are often made up of combinations of Greek and Latin roots that describe the animals’ characteristics. Use the roots in the box to figure out the meanings of the names listed below. Next to each name, write its meaning. Then pick your favorite animal to draw, or combine some roots to create an imaginary animal to draw!

Do Now: Play with Greek and Latin Roots. (10 minutes)

  • Project the task below for students to complete in their journals or on a piece of paper. (A projectable format is available in your Resources tab.) 

The word dinosaur is from the Greek deinos (terrible) and saurus (lizard). The names of dinosaurs and other reptiles that lived during their time are often made up of combinations of Greek and Latin roots that describe the animals’ characteristics. Use the roots in the box to figure out the meanings of the names listed below. Next to each name, write its meaning. Then pick your favorite animal to draw, or combine some roots to create an imaginary animal to draw!

allo: strange

brachio: arm

bronto: thunder

cerat, ceros: horned

di: two

ichthys: fish

lio: smooth

loph: crest

morph: form

nano: dwarf

odon: tooth

allo: strange

brachio: arm

bronto: thunder

ceratceros: horned

di: two

ichthys: fish

lio: smooth

loph: crest

morph: form

nano: dwarf

odon: tooth

ops: face

plesio: near

pleuro: side

proto: first

raptor: robber

rex: king

saur, saurus: lizard

tri: three

tyranno: tyrant

veloci: speedy

ops: face

plesio: near

pleuro: side

proto: first

raptor: robber

rex: king

saursaurus: lizard

tri: three

tyranno: tyrant

veloci: speedy

  1. Allosaurus
  2. Protoceratops
  3. Tyrannosaurus rex 
  4. Ichthyosaur
  5. Liopleurodon
  6. Plesiosaurus
  7. Dimorphodon
  8. Dilophosaurus
  9. Velociraptor
  10. Triceratops

  • Allow students to share their names and drawings, discussing how the names fit. Then tell them they will encounter many of these creatures in the article they’re about to read.


Watch the video. (10 minutes)

Watch the Time Machine video to take your students on a journey to the Mesozoic era. Have students respond to the Video Discussion Questions (available in your Resources tab) in small groups or pairs.

Preview vocabulary. (5 minutes)

Project Vocabulary: Definitions and Practice on your board. Review the words and complete the activity as a class or in groups. Highlighted words: carnivorous, embedded, excavate, fossil, prestigious, prominent, remnants, specimen, trove. (Optionally, share the interactive link directly to your LMS and have students preview the words and complete the activity independently beforehand. The audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides.)

  1. Allosaurus
  2. Protoceratops
  3. Tyrannosaurus rex 
  4. Ichthyosaur
  5. Liopleurodon
  6. Plesiosaurus
  7. Dimorphodon
  8. Dilophosaurus
  9. Velociraptor
  10. Triceratops


  • Allow students to share their names and drawings, discussing how the names fit. Then tell them they will encounter many of these creatures in the article they’re about to read.


Watch the video. (10 minutes)

Watch the Time Machine video to take your students on a journey to the Mesozoic era. Have students respond to the Video Discussion Questions (available in your Resources tab) in small groups or pairs.

Preview vocabulary. (5 minutes)

Project Vocabulary: Definitions and Practice on your board. Review the words and complete the activity as a class or in groups. Highlighted words: carnivorous, embedded, excavate, fossil, prestigious, prominent, remnants, specimen, trove. (Optionally, share the interactive link directly to your LMS and have students preview the words and complete the activity independently beforehand. The audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides.)

2. READING AND DISCUSSING (45 MINUTES)

  • Have a volunteer read the As You Read box on page 5 of the magazine or at the top of the digital story page.
  • Read the article once as a class. (Differentiation: Share the lower-Lexile version or the Spanish version of the article.) Optionally, have students listen to one of the authors, Kristin Lewis, read the article aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • Divide students into groups to read the article again and respond to the following close-reading questions.

Close-Reading Questions (15 minutes)

  • In the introduction, what does the authors’ use of imagery help readers understand about the Mesozoic era? (author’s craft) The authors’ use of imagery helps readers understand that during the Mesozoic era, Earth was a drastically different place. Descriptive details such as “winged lizard-like creatures the size of jet planes zip across the skies” and “a swimming killing machine that makes sharks look like kittens” allow readers to visualize the strange and extraordinary beasts that once ruled the planet. Details about the steamy weather and changing sea levels help readers understand how different the planet itself was as well.
  • How does the section “Monsters and Giants” contribute to the article? (text structure) The section “Monsters and Giants” establishes the scientific context in which Mary’s discovery was made. The authors explain that in 1811, the word dinosaur didn’t even exist, Earth was thought to be 6,000 years old, and the idea of extinction was accepted by few—a level of understanding far from the “dazzling picture” scientists can give us today of what Earth was like 200 million years ago. By comparing and contrasting humans’ understanding of Earth’s history in Mary’s time versus today, the authors help readers understand why Mary’s discovery and other contributions were so important. 
  • The authors write, “Soon Mary would find the skeleton that would alter the course of her life.” How did the skeleton alter the course of Mary’s life? What else did her discovery alter? (key ideas and details) Finding the ichthyosaur saved Mary and her family after her father’s tragic death left them penniless; selling the skeleton enabled Mary to feed the family for months. Her discovery also provided proof for new ideas about extinction and ignited an entirely new field of science that completely changed our understanding of Earth’s history: paleontology. Perhaps this first find is what led Mary to passionately hunt fossils and make incredible discoveries for the rest of her life. 
  • Why might the authors have wanted to quote Dr. Anjana Khatwa? What do her words add to the article? (author’s purpose, cause and effect) Dr. Khatwa is an earth scientist, an expert in a field shaped by Mary’s pioneering work. Her words outline Mary’s contributions to science—not only her incredible discoveries but also the skills, processes, and methods she laid out for future scientists to use. Dr. Khatwa also emphasizes how extraordinary Mary’s achievements were in light of the discrimination she faced because she was a woman. Because Dr. Khatwa is a woman who studies the region where Mary lived, quoting her adds not just a voice of authority from the field but also a special connection to Mary’s legacy.

Bring the class back together to answer the following critical-thinking questions.

Critical-Thinking Questions (5 minutes)

  • Reflect on the timeline “Earth: A Brief History.” In what ways, if any, does this timeline cause you to think differently about humans’ place in Earth’s history? Answers will vary. Students may offer that seeing humans’ appearance on a timeline relative to the Mesozoic era gives them a new understanding of how recently humans appeared on Earth and for just how long creatures drastically different from us ruled the planet.
  • How does scientific understanding of the natural world change over time? Answers will vary. Students may offer that scientific understanding of the natural world can change over time through study and discovery. Scientific knowledge can be dynamic and changing, as seen when Mary uncovered evidence that supported the idea that animals can, in fact, become extinct. 
  • Have a volunteer read the As You Read box on page 5 of the magazine or at the top of the digital story page.
  • Read the article once as a class. (Differentiation: Share the lower-Lexile version or the Spanish version of the article.) Optionally, have students listen to one of the authors, Kristin Lewis, read the article aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • Divide students into groups to read the article again and respond to the following close-reading questions.

Close-Reading Questions (15 minutes)

  • In the introduction, what does the authors’ use of imagery help readers understand about the Mesozoic era? (author’s craft) The authors’ use of imagery helps readers understand that during the Mesozoic era, Earth was a drastically different place. Descriptive details such as “winged lizard-like creatures the size of jet planes zip across the skies” and “a swimming killing machine that makes sharks look like kittens” allow readers to visualize the strange and extraordinary beasts that once ruled the planet. Details about the steamy weather and changing sea levels help readers understand how different the planet itself was as well.
  • How does the section “Monsters and Giants” contribute to the article? (text structure) The section “Monsters and Giants” establishes the scientific context in which Mary’s discovery was made. The authors explain that in 1811, the word dinosaur didn’t even exist, Earth was thought to be 6,000 years old, and the idea of extinction was accepted by few—a level of understanding far from the “dazzling picture” scientists can give us today of what Earth was like 200 million years ago. By comparing and contrasting humans’ understanding of Earth’s history in Mary’s time versus today, the authors help readers understand why Mary’s discovery and other contributions were so important. 
  • The authors write, “Soon Mary would find the skeleton that would alter the course of her life.” How did the skeleton alter the course of Mary’s life? What else did her discovery alter? (key ideas and details) Finding the ichthyosaur saved Mary and her family after her father’s tragic death left them penniless; selling the skeleton enabled Mary to feed the family for months. Her discovery also provided proof for new ideas about extinction and ignited an entirely new field of science that completely changed our understanding of Earth’s history: paleontology. Perhaps this first find is what led Mary to passionately hunt fossils and make incredible discoveries for the rest of her life. 
  • Why might the authors have wanted to quote Dr. Anjana Khatwa? What do her words add to the article? (author’s purpose, cause and effect) Dr. Khatwa is an earth scientist, an expert in a field shaped by Mary’s pioneering work. Her words outline Mary’s contributions to science—not only her incredible discoveries but also the skills, processes, and methods she laid out for future scientists to use. Dr. Khatwa also emphasizes how extraordinary Mary’s achievements were in light of the discrimination she faced because she was a woman. Because Dr. Khatwa is a woman who studies the region where Mary lived, quoting her adds not just a voice of authority from the field but also a special connection to Mary’s legacy.

Bring the class back together to answer the following critical-thinking questions.

Critical-Thinking Questions (5 minutes)

  • Reflect on the timeline “Earth: A Brief History.” In what ways, if any, does this timeline cause you to think differently about humans’ place in Earth’s history? Answers will vary. Students may offer that seeing humans’ appearance on a timeline relative to the Mesozoic era gives them a new understanding of how recently humans appeared on Earth and for just how long creatures drastically different from us ruled the planet.
  • How does scientific understanding of the natural world change over time? Answers will vary. Students may offer that scientific understanding of the natural world can change over time through study and discovery. Scientific knowledge can be dynamic and changing, as seen when Mary uncovered evidence that supported the idea that animals can, in fact, become extinct. 

3. SKILL BUILDING AND WRITING (30 MINUTES)

  • Have students complete Preparing to Write: Mary Anning’s Journal. This activity will help them organize their ideas in preparation for the writing prompt on page 9. 
  • Alternatively, have students choose a culminating task from the Choice Board, a menu of differentiated activities.
  • Have students complete Preparing to Write: Mary Anning’s Journal. This activity will help them organize their ideas in preparation for the writing prompt on page 9. 
  • Alternatively, have students choose a culminating task from the Choice Board, a menu of differentiated activities.
Text-to-Speech