Wildland Fire – Vol. 4 No. 1
This edition of the Natural Inquirer is all about wildland fire. You will learn about the benefits of wildland fire, as well as some of its dangers. You will learn what fire scientists are learning about wildland fire. They are learning, for example, 1) that wildland fire should not be completely eliminated from natural environments, but it should be managed; 2) how to predict weather conditions which favor a wildfire being started; 3) the relationship between wildland fires and climate change; 4) how to best protect homes and other buildings from wildfires; and 5) how wildland fires can benefit the natural environment. As you will see when you read the articles, all of the scientists in this journal enjoy learning about wildland fire. We hope that you enjoy learning about it, too!
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Highlights
- 7 Articles
- 14 Activities
- 17 Scientists
- Lesson Plans
- Glossary
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Smoke from wildland fires contains hundreds of chemicals. These chemicals can be gases, liquids, or solid forms. The effects of breathing wildland fire smoke include eye and throat irritation, shortness...Let’s Clear the Air: The Danger of Forest Fire Smoke to Firefighters
Smoke from wildland fires contains hundreds of chemicals. These chemicals can be gases, liquids, or solid forms. The effects of breathing wildland fire smoke include eye and throat irritation, shortness... -
The California gnatcatcher is a little bird with a big problem. Its habitat has been reduced 80 percent by people that are building homes and businesses in coastal southern California....Fighting Fire with Fire: Protecting the Homes of People and Birds
The California gnatcatcher is a little bird with a big problem. Its habitat has been reduced 80 percent by people that are building homes and businesses in coastal southern California.... -
Prairies are grasslands that are often used as forage for cattle. When a wildfire burns across a prairie, the grass is killed immediately and there is no forage for cattle....Time Will Tell: Does Wildfire Damage the Prairie?
Prairies are grasslands that are often used as forage for cattle. When a wildfire burns across a prairie, the grass is killed immediately and there is no forage for cattle.... -
The northern spotted owl is an endangered species that needs old-growth forests in the Pacific Northwest to live. Unfortunately, old-growth forests, like all forests, may catch fire and be damaged...Who Gives a Hoot? Determining the Value of Owl Habitat
The northern spotted owl is an endangered species that needs old-growth forests in the Pacific Northwest to live. Unfortunately, old-growth forests, like all forests, may catch fire and be damaged... -
Some kinds of forest fires can be beneficial to the natural environment and to people. Fire is a normal event in the natural environment. Forest fires also have some disadvantages....Smoke and Mirrors: Detecting the Amount of Gases in Wildland Fire Smoke
Some kinds of forest fires can be beneficial to the natural environment and to people. Fire is a normal event in the natural environment. Forest fires also have some disadvantages.... -
When lightning or other forms of ignition start a fire in a forest, there is a chance of a wildfire. Wildfires may be started by a natural cause, such as lightning, or they may be started...Liar, Liar, House on Fire! The Relationship Between Trees, Wildland Fire, and Damage to Homes
When lightning or other forms of ignition start a fire in a forest, there is a chance of a wildfire. Wildfires may be started by a natural cause, such as lightning, or they may be started... -
Although scientists know that many weeks of low rainfall increase the chances of wildfires, they do not know which daily weather conditions are the best for determining the danger of...Dew It! Which Weather Measurements are Related to the Occurrence of Wildland Fire?
Although scientists know that many weeks of low rainfall increase the chances of wildfires, they do not know which daily weather conditions are the best for determining the danger of...
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The question you will answer in this FACTivity is: How consistently can you and your classmates estimate the amount of smoke coming from a wildland fire?FACTivity – Let’s Clear the Air
The question you will answer in this FACTivity is: How consistently can you and your classmates estimate the amount of smoke coming from a wildland fire? -
Test your knowledge on stewardship, data, and sample size.Word Search – Let’s Clear the Air
Test your knowledge on stewardship, data, and sample size. -
The question you will try to answer with this FACTivity is: What should be done when the habitat of a threatened bird is in conflict with the safety of people’s...FACTivity – Fighting Fire with Fire
The question you will try to answer with this FACTivity is: What should be done when the habitat of a threatened bird is in conflict with the safety of people’s... -
Test your knowledge on ecologist, adaptation, and wildfire.Word Search – Fighting Fire with Fire
Test your knowledge on ecologist, adaptation, and wildfire. -
The question you will answer through this FACTivity is: What are some similarities and differences in examples of resilience?FACTivity – Time Will Tell
The question you will answer through this FACTivity is: What are some similarities and differences in examples of resilience? -
Test your knowledge on ecosystems, prairies, and species.Word Search – Time Will Tell
Test your knowledge on ecosystems, prairies, and species. -
In this FACTivity, you will answer the questions: What is the value of a favorite possession?FACTivity – Who Gives a Hoot
In this FACTivity, you will answer the questions: What is the value of a favorite possession? -
Test your knowledge on conservation, mammals, and wildfire.Word Search – Who Gives a Hoot?
Test your knowledge on conservation, mammals, and wildfire. -
In this FACTivity, each student will answer the questions: What barriers might you face if you had to quickly escape from a fire in your home? Ho do mirrors affect...FACTivity – Smoke and Mirrors
In this FACTivity, each student will answer the questions: What barriers might you face if you had to quickly escape from a fire in your home? Ho do mirrors affect... -
Test your knowledge on compounds, sample size, and vegetation.Word Search – Smoke and Mirrors
Test your knowledge on compounds, sample size, and vegetation. -
The problem you will solve with this FACTivity is: What are the potential wildfire problems with a particular home’s landscape plan?FACTivity – Liar, Liar, House on Fire
The problem you will solve with this FACTivity is: What are the potential wildfire problems with a particular home’s landscape plan? -
Test your knowledge on case studies, decompositions, and endangered species.Word Search – Liar! Liar! House on Fire!
Test your knowledge on case studies, decompositions, and endangered species. -
The question you will answer is: What happens when the air can hold no more moisture?FACTivity – Dew It
The question you will answer is: What happens when the air can hold no more moisture? -
Test your knowledge on wildfire, intensity, and humidity.Word Search – Dew It!
Test your knowledge on wildfire, intensity, and humidity.
Standards addressed in this Journal:
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ESS2.A-M2
The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
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ESS2.D-M1
Weather and climate are influenced by interactions involving Sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
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ESS2.D-M2
Because these patterns are so complex, weather can only be predicted probabilistically.
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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.
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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.
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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.
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ESS3.D-M1
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities.
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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.
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ETS1.B-M1
A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
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ETS1.B-M2
There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
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ETS1.B-M3
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
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ETS1.B-M4
Models of all kinds are important for testing solutions.
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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.
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LS2.A-M1
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
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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.
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LS2.A-M3
Growth of organisms and population increases are limited by access to resources.
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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.
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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.
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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.
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PS1.A-M3
Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
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PS1.A-M6
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.
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PS1.B-M1
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
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PS1.B-M3
Some chemical reactions release energy, others store energy.
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PS3.A-M2
A system of objects may also contain stored (potential) energy, depending on their relative positions.
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PS3.A-M3
The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects.
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PS3.A-M4
The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material.
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PS3.B-M3
Energy is spontaneously transferred out of hotter regions or objects and into colder ones.
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PS4.A-M1
A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.
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PS4.B-M3
A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media.
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Cite specific textual evidence to support analysis of science and technical texts.
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By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
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Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
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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.
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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.
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Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
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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).
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Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
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Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
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People, Places, and Environments
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Science, Technology, and Society
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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?
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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
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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... -
This is a 3-day lesson plan that can be used with any Natural Inquirer article to guide students through a close-reading and analysis of the article.Lesson Plan – Summarizer, Clarifier, Questioner, Predictor
This is a 3-day lesson plan that can be used with any Natural Inquirer article to guide students through a close-reading and analysis of the article. -
Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.Lesson Plan – Venn Diagram
Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.
Glossary
View All GlossaryClassroom Review Board
Ms. Tanner’s 5th Grade Science Class
- Mary Lin Elementary School
- Atlanta, GA
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Ron Babbitt
I like being a fire scientist because big fires are almost always exciting.View Profile -
Isaac Bertschi
I like being a scientist because doing research is fun. Sometimes I get to go to interesting places to discover new things about the environment. I also like to tell...View Profile -
Jan Beyers
I like being a scientist because I never get tired of asking questions and trying to answer them. The questions I like to answer are things like, ‘Why do plants...View Profile -
Jack Cohen
I like being a scientist because I am curious about nature and I like to ask questions. It’s great to have a job that pays me to find out how...View Profile -
Paulette Ford
“I like being a scientist because I love to read, write and explore. My research is really exciting to me, and I look forward to it every day. Holding small...View Profile -
Armando Gonzalez-Caban
I like being a scientist because it is fun to play detective and try to understand how people make economic decisions about the natural environment. I discover how people feel...View Profile -
Dave Griffith
I like being a scientist because I am curious about what makes the world around me work the way it does. I enjoy developing instruments so that I can make...View Profile -
Wei Min Hao
I like being a scientist because I want to understand the impact of human activities on the global environment.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 -
Roger Ottmar
I like being a scientist because I can provide new knowledge and develop tools to help forest managers to become better stewards of the land.View Profile -
Brian Potter
I like being a scientist because as a child I never stopped asking why. As an adult, I’m still asking why.View Profile -
Tim Reinhardt
I like being a scientist because I get to solve hard problems for people. I also learn more about what is true, rather than what is thought to be true.View Profile -
Ron Susott
I like being a scientist because I get to work in interesting places with other scientists on problems of worldwide importance.View Profile -
Dale Wade
I like being a scientist because I get to investigate wildland fire. Wildland fire is one of nature’s most awesome forces. Through research I learn how it can be harnessed...View Profile -
Darold Ward
I like being a scientist because every day brings something new. Being a fire scientist is important. I study questions about the danger of fire smoke to human health, whether...View Profile -
Bill Wirtz
I like being a scientist because ever since childhood I have loved mammals and birds and the outdoors. By training to be an ecologist, I have a career that allows...View Profile -
Bob Yokelson
I like being a scientist because in my job as a scientist at least one interesting thing happens almost every day.View Profile
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This edition of the Natural Inquirer is all about wildland fire. You will learn about the benefits of wildland fire, as well as some of its dangers. You will learn...Wildland Fire – Spanish
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Additional Resources
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USDA Forest Service: Wildland Fire
The Forest Service has been managing wildland fire on National Forests and Grasslands for more than 100 years. Learn more about their work at their Wildland Fire page, full of articles, videos, statistics, prevention tips, and more.Visit Website -
Smokey Bear
Created in 1944, the Smokey Bear Wildfire Prevention campaign is the longest-running public service advertising campaign in U.S. history, educating generations of Americans about their role in preventing wildfires. Explore his message, educational resources, and activities.Visit Website -
National Wildfire Coordinating Group
The NWCG provides national leadership to enable interoperable wildland fire operations among federal, state, local, tribal, and territorial partners. Learn more about the work of firefighting.Visit Website -
NFPA: Firewise
While wildfires continue to happen, there are things you can do to protect your home and neighborhood as well as your family’s safety. The Firewise USA® program is here to help you get started. Offered by the National Fire Protection Association (NFPA) in partnership with the USDA Forest Service, the U.S. Department of the Interior, and the National Association of State Foresters.Visit Website -
National Interagency Fire Center
The National Interagency Fire Center (NIFC) is a fire center where nine federal and State agencies coordinate and cooperate in wildland fire management. Learn more about current and past fires, firefighting operations, and more at their website.Visit Website -
Fire Simulation
NOVA Online has developed its own version of a fire-growth computer simulation. Its purpose is to show how conditions such as wind speed and direction can affect a fire's spread and to show how firefighters use firelines and backfires to control a wildland fire.Visit Website -
Forest Service Recreation
National forests and grasslands provide people from all backgrounds and abilities with opportunities for world-class recreation adventures. Explore recreation opportunities and learn how to recreate responsibly.Visit Website -
Conservation Education
Through Conservation Education, the Forest Service provides a variety of educational resources and programs for individuals of all ages to learn about the environment and our nation’s forests and grasslands.Visit Website