Wilderness Benefits – Vol. 7 No. 1
The Wilderness Act of 1964 created the National Wilderness Preservation System, leading to protection of 106,498,016 acres of land in America. What are the benefits of this wilderness land? Scientists in this journal study the importance of wilderness land to wild animals, humans, and ecosystems.
$0.00
Out of Stock, Download PDF below
Highlights
- 6 Articles
- 9 Activities
- Lesson Plans
- Reading Guide
- 19 Scientists
- Glossary
-
In this study, the scientists wanted to identify the most important elements of an experience in Gates of the Arctic National Park and Preserve.It’s Elemental, My Dear! What Makes an Experience Different at Gates of the Arctic National Park and Preserve?
In this study, the scientists wanted to identify the most important elements of an experience in Gates of the Arctic National Park and Preserve. -
One of the ways that social scientists determine how much benefit people receive from something is to find out how much they would be willing to pay for it. In...Wilderness Makes Cents! How Much Are People Willing To Pay for Wilderness?
One of the ways that social scientists determine how much benefit people receive from something is to find out how much they would be willing to pay for it. In... -
Frogs are a species of amphibian. In recent years, there has been a decline in the numbers of amphibians worldwide. This decline is thought to be caused by many things....As the Frog Hops: What Routes Do Frogs Travel in Mountain Environments?
Frogs are a species of amphibian. In recent years, there has been a decline in the numbers of amphibians worldwide. This decline is thought to be caused by many things.... -
According to the scientists in this study, wildness is one of the central qualities of wilderness. To say that an area is wild in this sense, the scientists believed that...Wild and Free! The Quality of Wildness in Wilderness in the United States
According to the scientists in this study, wildness is one of the central qualities of wilderness. To say that an area is wild in this sense, the scientists believed that... -
In 1964, Congress passed a law that established the National Wilderness Preservation System (NWPS). This law identified areas of Federal land to be protected as much as possible from human...Can You Hear Me Now? Using the Telephone to Discover People’s Opinions About Wilderness
In 1964, Congress passed a law that established the National Wilderness Preservation System (NWPS). This law identified areas of Federal land to be protected as much as possible from human... -
When a society decides to set aside areas of land as wilderness, it makes a choice about the value of those lands. In the United States, people have decided that...Speak-o-logical: Defining and Measuring the Ecological Value of Wilderness
When a society decides to set aside areas of land as wilderness, it makes a choice about the value of those lands. In the United States, people have decided that...
-
The question you will answer with this FACTivity is: What are some of the things that make a visit to Gates of the Arctic National Park and Preserve different than...FACTivity – It’s Elemental, My Dear!
The question you will answer with this FACTivity is: What are some of the things that make a visit to Gates of the Arctic National Park and Preserve different than... -
Test your knowledge on the tundra, wilderness, and questionnaires.Who or What Am I? – It’s Elemental
Test your knowledge on the tundra, wilderness, and questionnaires. -
In this FACTivity, your class will determine the average net economic value of five different music CDs You can also do this activity by determining the average net economic value...FACTivity – Wilderness Makes Cents!
In this FACTivity, your class will determine the average net economic value of five different music CDs You can also do this activity by determining the average net economic value... -
Test your knowledge on social science, net economic value, and natural resources.Who or What Am I? – Wilderness Makes Cents
Test your knowledge on social science, net economic value, and natural resources. -
In this study, the scientists discovered that wildernesses provide good habitat for frogs because the land and water are protected from human activities. Using the results from this study, you...FACTivity – As the Frog Hops
In this study, the scientists discovered that wildernesses provide good habitat for frogs because the land and water are protected from human activities. Using the results from this study, you... -
Test your knowledge on metamorphosis, elevation, and foraging.Who or What Am I? – As the Frog Hops
Test your knowledge on metamorphosis, elevation, and foraging. -
In this FACTivity, you will do a project that is similar to what the scientists did in this study by assessing land cover and determining the levels of wildness in...FACTivity – Wild and Free!
In this FACTivity, you will do a project that is similar to what the scientists did in this study by assessing land cover and determining the levels of wildness in... -
For this FACTivity, you will conduct your own survey like the scientists in this article. You will actually ask people some of the same questions that the scientists in this...FACTivity – Can You Hear Me Now?
For this FACTivity, you will conduct your own survey like the scientists in this article. You will actually ask people some of the same questions that the scientists in this... -
In this FACTivity, you will use your experience and imagination to explore whether you agree with the scientists’ conclusion that wilderness has a greater ability than non-wilderness to support both...FACTivity – Speak-o-logical
In this FACTivity, you will use your experience and imagination to explore whether you agree with the scientists’ conclusion that wilderness has a greater ability than non-wilderness to support both...
Glossary
View All GlossaryClassroom Review Board
Wilderness Benefits Edition Review Board
Editorial Review Board Comments
-
Gregory Aplet
My favorite science experience was studying vegetation development on lava flows in Hawai’i. It was fascinating to see how plants get started on bare rock, but the coolest thing was...View Profile -
John Bergstrom
When I was a senior in high school, we took a biology field trip to a saltwater marsh on the coast of Virginia. As part of this trip, we walked...View Profile -
Michael Bowker
One of the great joys I receive from being a scientist has been seeing both of my children pursue science degrees in college. My favorite science experience was working on...View Profile -
Ken Cordell
“I like my work and working for the Forest Service very much. My work as a scientist involves studying how people relate to the natural world and what they like...View Profile -
Don English
My favorite science experience was working with my son Peter to compare flight times and distances of five different paper airplane designs. We made 3 planes of each design and...View Profile -
Brian Glaspell
My favorite science experience was having no idea what time of the day or night it was while interviewing visitors under the ‘midnight sun’in Gates of the Arctic National Park.View Profile -
Gary Green
“One favorite science experience was playing with a chemistry set and accidentally blowing up a test tube when I was eight. I learned a lot from that experience!” “Another favorite...View Profile -
Jay Harvard
My favorite science experience was visiting and doing research in Iceland. You can see me here floating on a small iceberg in front of part of the Myrdalsjokull Glacier in...View Profile -
Katie Kneeshaw
My favorite science experience was when I flew into the base camp of Mt. McKinley in Denali National Park and Preserve. I talked with people who climb mountains about their...View Profile -
John Loomis
I like being a scientist because I like solving puzzles about human behavior. I am interested in how much people value clean air and water, and protecting the environment for...View Profile -
Pete Morton
My favorite science experience was the summer I spent camping with Dr. Aplet in the Colorado mountains when we were doing some research on wilderness. During the day, we collected...View Profile -
Danielle Murphy
My favorite science experiment was going out on a boat to collect little bugs that live in the water called zooplankton. We wanted to see if the bugs would eat...View Profile -
Don Pendergrast
My favorite science experience was going with my father and uncle on Saturday mornings to the Pendergrast Chemical Company. Saturday afternoons were spent hunting through junk yards for pumps, pipes,...View Profile -
Charles Peterson
My favorite science experience was working on a study of where garter snakes like to hide at night. Garter snakes are interesting and live in beautiful areas. My colleagues and...View Profile -
David Pilliod
My favorite science experience is going out at night to look for frogs and toads. I use flashlights to find them clinging to branches in the trees, floating in ponds,...View Profile -
Kurt Riitters
“My favorite science experience is asking and answering questions that have not been asked before.” “[Another] favorite science experience was the discovery of a new computer method to measure forest...View Profile -
Peter Ritson
It is hard to pick my favorite science experience since I have had so many different types of experiences in geology, oceanography, chemistry, and biology. Remembering my time in Idaho...View Profile -
Michael Tarrant
My favorite science experience was swimming with dolphins and studying their habitat in the continental shelf at Kaikoura, New Zealand. This photograph shows the mountains of New Zealand, where I...View Profile -
Alan Watson
“I like being a scientist because I’m helping to keep something special for future Americans. I became interested in natural resources when I was a kid and my family used...View Profile -
Mark Wilbert
My favorite science experience was being the field technician for a research project where we investigated the fertilizer benefits and the environmental impact of irrigating young forests with wastewater from...View Profile
Standards addressed in this Journal:
-
ESS3.C-M1
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
-
ESS3.C-M2
Typically as human populations and per capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
-
LS1.B-M2
Animals engage in characteristic behaviors that increase the odds of reproduction.
-
LS2.A-M1
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
-
LS2.A-M3
Growth of organisms and population increases are limited by access to resources.
-
LS2.C-M1
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
-
LS2.C-M2
Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
-
Cite specific textual evidence to support analysis of science and technical texts.
-
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
-
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
-
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
-
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
-
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
-
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
-
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
-
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
-
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
-
People, Places, and Environments
-
Science, Technology, and Society
-
Time, Continuity, and Change
What Is a Natural Inquirer Journal?
A Natural Inquirer journal is a collection of 4-8 articles on a related science topic. Journals are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students. Some journals are particularly suited to high school students; you can find our grade level recommendations in the tags on the product page or by filtering journals by grade level.
Journals include:
- Four to eight articles based on published, peer-reviewed research papers; the articles keep the research paper format (see more below) but are written in language students can understand.
- A FACTivity for each article, which is an activity to complete after reading the article. The FACTivity helps reinforce major science concepts from the article. These activities are designed to be easy to implement, with few material requirements and options for adapting them for your audience or available resources. Some articles in a journal may have two FACTivities.
- A short “Welcome to the journal” article about key background information and science concepts that unify the articles included in the journal
- A glossary of new terms for each article and the introductory materials.
- A list of related Natural Inquirer publications for each article as well as outside references.
- Standards correlations, including Next Generation Science Standards, addressed in the articles and the FACTivities.
Journals may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.
Reading Modes
Journals are available in three different formats:
- Hard copies can be ordered from the website and shipped, all free of charge.
- PDF versions of the printed journal can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version. You can also download individual articles as pdfs.
- The “Read Distraction Free” option allows the individual articles to open in their own window, without the rest of the website being visible. These articles can be found under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and Number Crunches. Students can enter their answers, submit them, and then receive the correct answers to double-check their work. Submitted answers are not saved on the website and will disappear once the window is closed.
What's in a Natural Inquirer Article?
-
Meet the Scientists
This section introduces the scientists (and others) who worked on the study. In their own words, they each share a memorable science experience, a favorite research project, or something they learned during the course of their education or research.
Use this section to:
- Introduce kids to the variety of people who work in science
- Introduce kids to the variety of scientific fields and give brief descriptions of science-related jobs
- Explore ways that people interact with science every day
Next Generation Science Standards (NGSS) applications:
- Science and Engineering Practices
- Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Many of the scientists and engineers featured in this section are also featured on our collector cards. Learn more about their work, how they got interested in their fields, and interesting projects they worked on. Cards can be printed as posters, too.
Thinking About Science
This section briefly describes a concept about science or scientific research. This overview can touch on topics like
- study type (longitudinal study, quantitative vs. qualitative data),
- behaviors of scientists (conducting literature reviews, collaborating with other specialists, replicating earlier studies),
- the practice of science (the scientific method, engineering design, data collection, randomization, controls and variables),
- or other aspects of science (bias, correlation vs. causation).
Use this section to:
- Reinforce steps in the scientific method and the process of science
- Encourage students to think about the practice of science and what it can and cannot tell us
- Consider the many types of scientific study and what information each type can provide
Next Generation Science Standards applications:
- Science and Engineering Practices
- Life Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
You can use key words to search for other or related scientific topics on our website (e.g. “longitudinal study,” “bias,” or “sampling”).
Thinking About the Environment
This section provides a brief overview of a topic or concept in environmental/life science. The topic or concept is directly related to the research study that follows. Examples of topics include the carbon cycle, the water cycle, habitat fragmentation, phenology, biodiversity, and ecosystem services.
Use this section to:
- Provide important background information to help students understand the research study
- Serve as a quick reference during reading or class instruction
- Connect the research article with other activities or media on the same topic
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
You can use key words to search for more resources on life or earth science topics on our website (e.g. “habitat,” “carbon,” or “genetics”).
Introduction
This section begins the scientific article format. Much like the published, peer-reviewed study this article is based on, the introduction provides background information for the study – what is currently known and what remains unknown. The introduction culminates in the question(s) the study hopes to answer.
The introduction is also the first section with a Reflection Section. This section includes two or three questions to help kids reflect on what they’ve just learned in the Introduction. If they are using the online distraction-free reading mode, they can answer these questions directly on the website.
Use this section to:
- Review important background information that kids need to understand the study
- Connect the study to the concepts addressed in the Thinking About Science and Thinking About the Environment sections
- Understand research questions and hypotheses, including generating their own hypotheses given what they already know
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Use one of the guided reading lesson plans to help kids follow the format of a scientific paper.
Methods
This section is the nuts and bolts of the study design – the who, what, when, where, why, and how of the research. Contained within the Methods section are usually maps of the study location or the set-up of study plots, as well as details about what data was collected and how.
The Methods section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Show students how experiments and studies are designed and carried out
- Explore sampling methods and randomization
- Introduce various data collection tools (e.g. camera traps, surveys, insect collection tools, weather stations, etc.)
- Explain bias and how studies are designed to remove bias
- Help students gain experience with map reading
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Many Methods and Findings sections contain Number Crunches, which are simple math exercises designed to help students interact with the data from the study.
Findings
This section summarizes the data collected during the study. The Findings section usually includes data tables or graphs and highlights the significant data points from the study. This section often mentions statistical analysis or the use of computer programs to model or analyze the data, though these methods are only discussed generally.
The Findings section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Have students practice reading and interpreting graphs and tables
- Compare results between variables and controls
- Explain the concept of statistical significance
- Discuss how no data or negative results still provide valuable information
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Search the website for “map” or “graph” to find activities where students can practice making and reading maps and graphs.
Discussion
This section concludes each article. In it, we summarize the main findings of the scientists’ study. Additionally, we present the scientists’ ideas about the limitations of their study, the big-picture impacts of their research, and the scientists’ plans for future study or action.
The Discussion section ends with a Reflection Section – two or three questions to help students think through what they just read, especially general take-aways from the study. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Discuss what conclusions can and cannot be drawn from the available data
- Explain the difference between correlation and causation
- Explore study limitations and opportunities for further study
- Brainstorm ways the study findings could be applied to real-world situations
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Use the “Designing Your Own Study” resource page for videos of scientists discussing their own research studies. The page also includes educator resources to help students plan their own scientific studies.
Additional Resources on the Website
On the website, we pair each journal with a variety of other resources, as well. Use the tabs on the product page to browse through the following:- Related activities, including the FACTivity for each article
- An “About” essay that gives some larger context for the research the scientists conducted or more information about the science topic from the journal
- A glossary of all boldfaced terms from the journal
- A “Scientists and Collaborators” page that lists the people involved in the studies in the journal; click on a researcher to reach their bio page and see what other articles they might be featured in
- A “Related Content” page that lists both Natural Inquirer resources about similar topics and also outside reference materials
Article Selection and Review
Natural Inquirer partners with the USDA Forest Service, so we source research studies by Forest Service scientists that have been peer-reviewed and published in reputable journals. Some of our articles have also been created in collaboration with scientists from other Federal agencies, such as U.S. Geological Survey and the United Nations Food and Agriculture Organization, universities, and other non-profits.
All journal articles are reviewed by scientists who conducted the original research study to verify scientific accuracy. Journals are also reviewed by student editorial review boards of middle or high school students before publication. Additionally, all journals are reviewed by the Forest Service and the U.S. Department of Agriculture before publication.
Every journal article includes a citation of its source study. Many educators pair the original research paper with our article to help more advanced students learn how to read formal research papers. The journal article then serves as adapted primary literature, bridging the two articles.Lessons
-
This five-day lesson plan can be used in whole or in part to accompany the Wilderness Benefits edition of Natural Inquirer. Students will brainstorm and then research features of wilderness...Lesson Plan – Wilderness Benefits
This five-day lesson plan can be used in whole or in part to accompany the Wilderness Benefits edition of Natural Inquirer. Students will brainstorm and then research features of wilderness... -
Students learn how to note important parts of a text by highlighting sentences that help them answer the Reflection Section questions. This lesson plan can be used with any Natural...Lesson Plan – Highlighter
Students learn how to note important parts of a text by highlighting sentences that help them answer the Reflection Section questions. This lesson plan can be used with any Natural... -
Students work together to answer questions about an article generated by rolling the question cube. This lesson plan can be used with any Natural Inquirer article.Lesson Plan – Question Cube
Students work together to answer questions about an article generated by rolling the question cube. This lesson plan can be used with any Natural Inquirer article.
Project Learning Tree
If you are a Project Learning Tree trained educator, you can use “I’d Like to Visit a Place…,” “Life on the Edge,” “Web of Life,” “Loving It Too Much,” “Values on the Line,” “Good Ol’ Days,” and “400 Acre Wood” as additional resources.