A Flame Changer – Vol. 1 No. 25
The second monograph in Natural Inquirer’s Pollinators series, this monograph explores the connection between fire and native insect pollinators. In the welcome essay, students will learn about the variety of native bee species in the United States as well as ways that they can help protect native pollinators. Students will also learn about fire-adapted open forest ecosystems, like those of loblolly and longleaf pine in the southeastern United States.
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Highlights
- 1 Article
- 3 Scientists
- 2 Activities
- Glossary
- How You Can Help Native Pollinators
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Open forest ecosystems, like those of longleaf pine or loblolly pine, are managed with regular fires to support native plants and biodiversity. The scientists in this study were interested in...A Flame Changer – How Fire Diversity Affects Bee and Butterfly Populations
Open forest ecosystems, like those of longleaf pine or loblolly pine, are managed with regular fires to support native plants and biodiversity. The scientists in this study were interested in...
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A school in your area wants to create a pollinator garden. They want their pollinator garden to do two things: 1. Provide a healthy habitat for native insect pollinators. 2....FACTivity – A Flame Changer
A school in your area wants to create a pollinator garden. They want their pollinator garden to do two things: 1. Provide a healthy habitat for native insect pollinators. 2.... -
After reading “A Flame Changer,” test your knowledge with this eyeChallenge. Each image is from the article; can you explain what each one represents?eyeChallenge – A Flame Changer
After reading “A Flame Changer,” test your knowledge with this eyeChallenge. Each image is from the article; can you explain what each one represents?
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When you think of bees, you may first picture the European honey bee. However, at least 4,000 other bee species live in the United States. Unlike social honey bees, many...Spotlight – Native Bees
When you think of bees, you may first picture the European honey bee. However, at least 4,000 other bee species live in the United States. Unlike social honey bees, many... -
This fact sheet explains the fire triangle and three types of fire found in the forest: ground fire, surface fire, and crown fire.Spotlight – Fuels and Fire Fact Sheet
This fact sheet explains the fire triangle and three types of fire found in the forest: ground fire, surface fire, and crown fire.
Glossary
View All GlossaryClassroom Review Board
Ms. Howell’s 7th Grade Science Class
- West Jackson Middle School
Editorial Review Board Comments
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Conor Fair
I enjoy my field research because I have the opportunity to observe the natural beauty of the field sites. Field work can often be physically demanding, but finding time to...View Profile -
Scott Pokswinski
My favorite science experience was working on large-scale research burns. First of all, it is a blast to see the work of managing prescribed fire on a large scale, and...View Profile -
Michael Ulyshen
My favorite science experience was collecting insects in French Guiana while I was in graduate school. French Guiana is a small South American country to the north of Brazil. To...View Profile
Standards addressed in this Monograph:
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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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ETS1.B-H1
When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability, and aesthetics and to consider social, cultural, and environmental impacts.
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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.C-H1
Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
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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.
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HS-LS2-7
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
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HS-LS4-6
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
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LS1.B-M1
Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.
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LS1.B-M2
Animals engage in characteristic behaviors that increase the odds of reproduction.
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LS2.A-H1
Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
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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-H1
A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
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LS2.C-H2
Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
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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-H5
Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.
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LS4.D-H2
Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.
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MS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
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MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
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MS-LS2-1
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
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MS-LS2-4
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
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MS-LS2-5
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
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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 Monograph?
A Natural Inquirer monograph is a short publication that focuses on a single research study. Monographs are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students.
Monographs include:
- One article based on a published, peer-reviewed research paper; the article keeps the research paper format (see more below) but is written in language students can understand.
- A FACTivity, 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 monograph may have two FACTivities.
- A short “Welcome to the monograph” article about key background information and science concepts.
- A glossary of new terms from the article or the introductory materials.
- A list of related Natural Inquirer publications as well as outside references.
- Standards correlations, including Next Generation Science Standards, addressed in both the article and the FACTivity.
Monographs may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.
Reading Modes
Monographs 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 monograph can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version.
- The “Read Distraction Free” option allows the monograph article to open in its own window, without the rest of the website being visible. “Read Distraction Free” is available on the article version of the monograph, which can be opened 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 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 monograph 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 monograph 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 article
- A glossary of all boldfaced terms from the article
- A “Scientists and Collaborators” page that lists the people involved in the study; 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 monograph articles are reviewed by scientists who conducted the original research study to verify scientific accuracy. Monographs are also reviewed by student editorial review boards of middle or high school students before publication. Additionally, all monographs are reviewed by the Forest Service and the U.S. Department of Agriculture before publication.
Every monograph 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 monograph article then serves as adapted primary literature, bridging the two articles.Lessons
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Students work in groups to analyze the Natural Inquirer article research study and give a brief presentation on their findings to their classmates. This lesson plan can be used with any Natural...Lesson Plan – Summarize and Present
Students work in groups to analyze the Natural Inquirer article research study and give a brief presentation on their findings to their classmates. This lesson plan can be used with any Natural... -
Lead students through an analysis of a Natural Inquirer article starting first with identification of key words and key phrases. This lesson plan can be used with any Natural Inquirer article.Lesson Plan – Key Words, Key Phrases
Lead students through an analysis of a Natural Inquirer article starting first with identification of key words and key phrases. This lesson plan can be used with any Natural Inquirer article. -
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...
Project Learning Tree
If you are a trained Project Learning Tree educator, you may use “Charting
Diversity,” “Web of Life,” “Are Vacant Lots Vacant?,” and “Nothing Succeeds Like Succession” as additional resources.
Related Resources from The Natural Inquirer
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Lawns are a common sight in the United States. The scientists in this study found previous research showing that lawns mowed frequently or treated with chemicals had limited flowering plants...The Bee Frequency: How Does Lawn Mowing Affect Bee Populations?
Lawns are a common sight in the United States. The scientists in this study found previous research showing that lawns mowed frequently or treated with chemicals had limited flowering plants... -
The scientists in this study were interested in looking at how prescribed fire affects longleaf pine forests and their ability to store carbon. The scientists also wanted to know how...Knock on Wood: Understanding the Relationship Between the Red-Cockaded Woodpecker, Longleaf Pine, Fire, and Carbon
The scientists in this study were interested in looking at how prescribed fire affects longleaf pine forests and their ability to store carbon. The scientists also wanted to know how...
Additional Resources
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"State-wide bee conservation strategy blooms in Washington"
Bumblebees play an essential role in maintaining the stability and diversity of ecosystems through pollination; unfortunately, eight species in Washington are considered rare and at risk. To protect these vital insects, partners formulated and adopted a new conservation strategy across the state to promote proactive conservation actions for rare or sensitive species.Read Article -
USDA Forest Service: 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. Through these hands-on, interactive learning opportunities, students, educators, and parents can explore how to become a responsible steward of our natural resources. There are also a variety of resources for teachers and parents to engage youth in environmental education and for exploring careers in conservation.Visit Website -
FIND Outdoors
Our story is rooted in education about the forest. Our passion is to help people become inspired. Our goal is to help people connect with nature. Our drive is to help people learn through discovery. Through forest-inspired nature discovery, we help people FIND Outdoors.Visit Website