Wildland Fire 2 – Vol. 13 No. 1
This journal focuses on wildland fire. Wildland fire is any fire occurring in vegetation areas, regardless of how it was started. In this edition, you will learn about different types of wildland fires, including uncontrolled wildfires and fires purposely set and controlled by foresters to provide benefits to a natural area. The research in this journal focuses on the many effects of fire: on wildlife, insects, public policy, soils, forest restoration, and more.
$0.00
Out of Stock, Download PDF below
Highlights
- Second in the Wildland Fire Journal Series
- 8 Articles
- 10 Activities
- 2 Lesson Plans
- Glossary
-
The historian in this study was interested in understanding the impact of the 1910 fires on fire policy and American society. He wanted to know why the wildfires that burned...Fight or Light? The History and Impact of the Big Fires of 1910
The historian in this study was interested in understanding the impact of the 1910 fires on fire policy and American society. He wanted to know why the wildfires that burned... -
Longleaf pine (Pinus palustris) once could be found from southeastern Virginia to eastern Texas. Longleaf pines are not usually killed by fire. Because these pines need open spaces to survive,...aPods Rule! What Happens to Arthropods Following a Wildland Fire?
Longleaf pine (Pinus palustris) once could be found from southeastern Virginia to eastern Texas. Longleaf pines are not usually killed by fire. Because these pines need open spaces to survive,... -
In the past, forest managers always put out wildfires. More recently, forest managers have discovered that fire can be a good thing for some ecosystems. Wildfires are now sometimes allowed to burn rather than...Keeping It Local: How Federal Wildfire Policy Is Implemented at the Local Level
In the past, forest managers always put out wildfires. More recently, forest managers have discovered that fire can be a good thing for some ecosystems. Wildfires are now sometimes allowed to burn rather than... -
Trees that are dead but still standing are called snags. Even though snags are dead, they are still are important parts of the forest. Snags provide benefits to the environment,...Pecking Order: What Types of Post-Fire Snag Areas Do Woodpeckers Prefer?
Trees that are dead but still standing are called snags. Even though snags are dead, they are still are important parts of the forest. Snags provide benefits to the environment,... -
The scientists in this study were interested in learning more about trust. They believed that forest managers can do a better job if people trust them to do what is...Trust Is a Must: What Is Involved in Trusting Those Who Manage Forest Fires?
The scientists in this study were interested in learning more about trust. They believed that forest managers can do a better job if people trust them to do what is... -
Bristlecone pines have an interesting relationship with fire. When a fire occurs, it may open a once-closed area to sunlight. When this happens, bristlecone pine seedlings get a chance to...Can We Grow Now? Helping Bristlecone Pine Trees To Take Root and Grow
Bristlecone pines have an interesting relationship with fire. When a fire occurs, it may open a once-closed area to sunlight. When this happens, bristlecone pine seedlings get a chance to... -
After an area has been changed by human or natural disturbances, forest managers often engage in restoration activities. In the Bosque, fire is both a human and a natural disturbance....Snake, Rattle, and Roll: Investigating the Snakes That Live in the Bosque Along the Middle Rio Grande
After an area has been changed by human or natural disturbances, forest managers often engage in restoration activities. In the Bosque, fire is both a human and a natural disturbance.... -
When a wildfire burns across a forest, logs and stumps on the ground may completely burn up. When this happens the soil beneath and near the logs and stumps is...Don’t Judge a Soil by Its Color: Exploring Forest Soil Following a Wildfire
When a wildfire burns across a forest, logs and stumps on the ground may completely burn up. When this happens the soil beneath and near the logs and stumps is...
-
In this FACTivity, you will research a recent natural disturbance that has been in the news in the past year. Then you will write a story about the event and...FACTivity – Fight or Light?
In this FACTivity, you will research a recent natural disturbance that has been in the news in the past year. Then you will write a story about the event and... -
The question you will answer in this FACTivity is: What are the key characteristics of arthropods? You will create your own aPod based on the characteristics of arthropods and describe...FACTivity – aPods Rule!
The question you will answer in this FACTivity is: What are the key characteristics of arthropods? You will create your own aPod based on the characteristics of arthropods and describe... -
In this FACTivity, you will get together with other students and brainstorm a list of challenges or concerns at your school. These can be ongoing challenges or a challenge the...FACTivity – Keeping It Local
In this FACTivity, you will get together with other students and brainstorm a list of challenges or concerns at your school. These can be ongoing challenges or a challenge the... -
In this FACTivity, you will research black-backed woodpeckers and learn about what they eat and where they prefer to build nests. Then you will pretend to be a black-backed woodpecker...FACTivity – Pecking Order
In this FACTivity, you will research black-backed woodpeckers and learn about what they eat and where they prefer to build nests. Then you will pretend to be a black-backed woodpecker... -
In this FACTivity, you will conduct a survey asking adults how they feel about Federal employees’ management of public lands, particularly in terms of their handling of wildfires. If you...FACTivity – Trust Is a Must
In this FACTivity, you will conduct a survey asking adults how they feel about Federal employees’ management of public lands, particularly in terms of their handling of wildfires. If you... -
You will answer the following questions in the FACTivity: What are the ways different seeds move away from the parent plant? What are the characteristics that enable seeds to travel...FACTivity – Can We Grow Now?
You will answer the following questions in the FACTivity: What are the ways different seeds move away from the parent plant? What are the characteristics that enable seeds to travel... -
In this FACTivity, you will do an experiment similar to the one the scientists did in “Snake, Rattle, and Roll,” except you will be studying insects on the ground instead...FACTivity – Snake, Rattle, and Roll
In this FACTivity, you will do an experiment similar to the one the scientists did in “Snake, Rattle, and Roll,” except you will be studying insects on the ground instead... -
In this FACTivity, you will play a game based on Sudoku. The question you will answer in this FACTivity is: What are some of the things that make up soil?...FACTivity – Don’t Judge a Soil by Its Color
In this FACTivity, you will play a game based on Sudoku. The question you will answer in this FACTivity is: What are some of the things that make up soil?... -
After reading the Wildland Fire 2 edition of Natural Inquirer, test your knowledge with a sentence scramble challenge. Unscramble the words in each line to create a sentence from the...Word Scramble – Wildland Fire 2
After reading the Wildland Fire 2 edition of Natural Inquirer, test your knowledge with a sentence scramble challenge. Unscramble the words in each line to create a sentence from the... -
Try to solve these riddles from the Wildland Fire 2 edition of Natural Inquirer. Can you figure out who or what I am?Who or What Am I? – Wildland Fire 2
Try to solve these riddles from the Wildland Fire 2 edition of Natural Inquirer. Can you figure out who or what I am?
Standards addressed in this Journal:
-
ESS3.B-M1
Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces, can help forecast the locations and likelihoods of future events.
-
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.
-
ETS1.A-M1
The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.
-
ETS1.B-M1
A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
-
ETS1.B-M2
There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
-
ETS1.B-M3
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
-
ETS1.C-M1
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.
-
ETS1.C-M2
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
-
LS1.B-M1
Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.
-
LS1.B-M2
Animals engage in characteristic behaviors that increase the odds of reproduction.
-
LS1.B-M3
Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
-
LS1.B-M4
Genetic factors as well as local conditions affect the growth of the adult plant.
-
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-M2
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
-
LS2.A-M3
Growth of organisms and population increases are limited by access to resources.
-
LS2.B-M1
Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
-
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.
-
LS4.B-M2
In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring.
-
LS4.C-M1
Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.
-
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.
-
Civic Ideals and Practices
-
Individuals, Groups, and Institutions
-
People, Places, and Environments
-
Power, Authority, and Governance
-
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 journal 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 journal 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 journal 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 journal 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 journal 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 journal 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 journal 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
-
In small groups (or individually), students will read a Natural Inquirer or Investi-gator article and write a letter to the scientist, asking for clarification on at least four questions. This...Lesson Plan – Letter to a Scientist
In small groups (or individually), students will read a Natural Inquirer or Investi-gator article and write a letter to the scientist, asking for clarification on at least four questions. This... -
The purpose of this lesson plan is to give students a chance to reflect on their reading and create poems to express what they have learned. The lesson plan is...Lesson Plan – Forest Poems
The purpose of this lesson plan is to give students a chance to reflect on their reading and create poems to express what they have learned. The lesson plan is... -
This lesson plan introduces students to the different sections of a Natural Inquirer article. Additionally, it helps the students understand the content of the article through the use of graphic...Lesson Plan – Reading a Natural Inquirer Article – FACELook
This lesson plan introduces students to the different sections of a Natural Inquirer article. Additionally, it helps the students understand the content of the article through the use of graphic...
Project Learning Tree
If you are a trained Project Learning Tree educator, you may use “Our Changing World,” “Trees for Many Reasons,” “Nothing Succeeds Like Succession,” “Nature’s Recyclers,” “Loving It Too Much,” “Pollution Search,” “Talking Trash, Not!,” “Every Drop Counts,” “Trees as Habitats,” “Who Works in this Forest?,” “Have Seeds, Will Travel,” and “Living with Fire” as additional resources.
Glossary
View All GlossaryClassroom Review Board
Mr. Blake Love’s Middle School Class
- C. S. Porter Middle School
- Missoula, MT
Editorial Review Board Comments
-
Heather Bateman
My favorite science experience has always been working with wildlife. I enjoyed placing leg bands on long-eared owls in the United States Great Basin. I also enjoyed tagging lava lizards...View Profile -
Bill Borrie
My favorite science experience was researching snowmobilers and snowcoach riders in Yellowstone National Park. A snowcoach is like a van on skis or with a bulldozer-type of tread for moving...View Profile -
Alice Chung-MacCourbrey
My favorite science experience was a research project that allowed me to combine two of my biggest interests, dogs and bats. Dogs have a superb sense of smell that can...View Profile -
Jonathan Coop
My favorite science experiences are learning something new about how nature works and sharing what I know with students, especially on top of a mountain.View Profile -
Deborah Finch
“One of my favorite science experiences was collecting bird and small mammal data on the Wallowa-Whitman National Forest in Oregon and Idaho. While I was there, I lived in a...View Profile -
Stephanie Grayzeck-Souter
My favorite science experience was spending a month in the tropical rainforest of Ecuador. I learned about tropical field biology while also exploring and experiencing cultures very different from my...View Profile -
Chad Hanson
My favorite experiences as a scientist are when I’m doing field work in burned forest habitat. I like working in fire areas where most of the trees were killed by...View Profile -
James Hanula
My favorite experience as a scientist was discovering a new species. I was working on Japanese beetles at the time and kept finding larvae infected with a fungus. Other people...View Profile -
Cassie Hebel
My favorite science experience is studying mycology and learning to identify all types of mushrooms. It is fun to look inside the wonderful kingdom of fungi. From the smallest underground...View Profile -
Pamela Jakes
My favorite science experience was living in New Zealand for 6 months. While I was there, I worked with scientists to discover what people living in New Zealand can do...View Profile -
Adam Liljeblad
My favorite science experience was interviewing residents of a small town about the places that were important to them. They drew on maps as we talked. That way, I could...View Profile -
Susan Loeb
My favorite science experience is observing animals in their natural environment, whether they are small mammals, bats, or chimpanzees.View Profile -
Kristen Nelson
My favorite science experience was working with Mayan farmers and scientists to solve problems in Chiapas, Mexico. We worked on many different projects. In one community, we worked on projects...View Profile -
Malcolm North
“My favorite science experience was climbing into the top of a 175-foot-tall red fir to collect lichen samples during a wind storm.” “[Another] favorite science experience is climbing into the...View Profile -
Joe O’Brien
When I was a graduate student, I studied the rain forest in Costa Rica. I was studying how climate influenced tree growth. Sometimes, I had to take measurements of leaves...View Profile -
Stephen Pyne
My favorite science experience was the time I spent a season in Antarctica with groups of people studying ice.View Profile -
Anna Schoettle
“I like being a scientist because it is fun to ask questions, solve problems, and discover new information about plants and ecosystems.” “My favorite science experience is exploring the relationships...View Profile -
Jane E. Smith
My most awe-inspiring moment as a scientist came when walking deep into an old-growth forest just a few weeks after a severe wildfire had killed all of the trees. The...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 -
Daniel Williams
“My favorite science experience is getting paid to visit some of the most beautiful places on Earth as part of fieldwork.” “[Another} favorite science experience is that, as I study...View Profile