Investi-gator (Pacific Northwest Research Station) – Vol. 1 No. 2
Investi-gator is a sister publication to Natural Inquirer serving students in grades 4 or higher. This Investi-gator edition focuses on the Pacific Northwest region of the United States. The scientists are studying how climate change may be affecting different animals, plants, and ecosystems.
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Highlights
- 4 Articles
- 7 Activities
- Glossary
- Lesson Plan
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Climate change can change the breeding patterns of some animals. Breeding patterns refer to when and how animals reproduce, including how many young an animal has and how often. If...Amphibious Assault: How Climate Change May Affect Amphibian Breeding
Climate change can change the breeding patterns of some animals. Breeding patterns refer to when and how animals reproduce, including how many young an animal has and how often. If... -
Scientists use models to predict what might happen in the future. Some scientists would like to predict the movement of trees as they respond to a changing climate. The scientists...Seed Ya Later! Predicting the Movement of Trees in a Changing Climate
Scientists use models to predict what might happen in the future. Some scientists would like to predict the movement of trees as they respond to a changing climate. The scientists... -
Wolverines are the largest member of the weasel family that lives on land. They live in areas far from humans and human development. Therefore, not much is known about these...There’s Snow Place Like Home: Tracking the Range of Wolverines Over Time (Investi-gator)
Wolverines are the largest member of the weasel family that lives on land. They live in areas far from humans and human development. Therefore, not much is known about these... -
In this study, the scientists studied glaciers and their nearby rivers in Alaska. The water coming from glaciers can be quite old and contain nutrients, such as carbon, that could...Frozen Food: How Glaciers Provide Food for Animals That Live in the Ocean
In this study, the scientists studied glaciers and their nearby rivers in Alaska. The water coming from glaciers can be quite old and contain nutrients, such as carbon, that could...
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The question you will answer in this FACTivity is: How are human life and frog life similar, and how are they different? Materials: Paper Pencils Crayons or markers for illustrationsFACTivity – Amphibious Assault
The question you will answer in this FACTivity is: How are human life and frog life similar, and how are they different? Materials: Paper Pencils Crayons or markers for illustrations -
The questions you will answer in this FACTivity are: What are the different ways that seeds move? How can models help us better understand how something happens? Materials: Six pieces...FACTivity – Seed Ya Later!
The questions you will answer in this FACTivity are: What are the different ways that seeds move? How can models help us better understand how something happens? Materials: Six pieces... -
The question students will answer in this FACTivity is: What is the geographic range of an animal? Materials (per student or group): Animal field guides that include range maps Two...FACTivity – There’s Snow Place Like Home (Investi-gator)
The question students will answer in this FACTivity is: What is the geographic range of an animal? Materials (per student or group): Animal field guides that include range maps Two... -
The question students will answer in this FACTivity is: What does photographic evidence appear to tell us about glaciers over the last century? Materials: Lined paper Pencil Glacier photos (included)...FACTivity – Frozen Food
The question students will answer in this FACTivity is: What does photographic evidence appear to tell us about glaciers over the last century? Materials: Lined paper Pencil Glacier photos (included)... -
After reading the Climate Change Investi-gator, pick one of the following pictures and see if you can remember which article contained the photo and why.eyeChallenge – Climate Change Investi-gator
After reading the Climate Change Investi-gator, pick one of the following pictures and see if you can remember which article contained the photo and why. -
Test your knowledge after reading the Climate Change Investi-gator with this crossword puzzle!Crossword – Climate Change Investi-gator
Test your knowledge after reading the Climate Change Investi-gator with this crossword puzzle! -
Test your knowledge after reading the Climate Change Investi-gator with this word search!Word Search – Climate Change Investi-gator
Test your knowledge after reading the Climate Change Investi-gator with this word search!
Standards addressed in this Journal:
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3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
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3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
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3-5-ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
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4-ESS2-1
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
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4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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4-LS1-2
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
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ESS2.A-E1
Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.
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ESS2.A-E2
Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
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ESS2.C-E1
Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.
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ESS2.D-E2
Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over years.
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ESS3.C-E1
Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
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ETS1.A-E1
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
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ETS1.B-E1
Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.
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ETS1.B-E2
Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.
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ETS1.B-E3
At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.
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ETS1.C-E1
Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.
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LS1.B-E1
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
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LS1.C-E1
Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion.
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LS2.A-E1
The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plant parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.
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LS2.B-E1
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases and water from the environment and release waste matter (gas, liquid, or solid) back into the environment.
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LS2.C-E1
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.
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LS4.A-E1
Some kinds of plants and animals that once lived on Earth are no longer found anywhere.
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LS4.C-E1
For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
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LS4.D-E1
Populations live in a variety of habitats, and change in those habitats affects the organisms living there.
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PS1.A-E1
Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects.
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PS1.A-E2
The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.
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PS1.A-E3
Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.)
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Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Determine the main idea of a text and explain how it is supported by key details; summarize the text.
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Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
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Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
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Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
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Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
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Explain how an author uses reasons and evidence to support particular points in a text.
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Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
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Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
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Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
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Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
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Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
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Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
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Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
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Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
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Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
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With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
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With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
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Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
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Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
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With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
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With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
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Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
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Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
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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 an Investi-gator Journal?
An Investi-gator journal is a collection of 4-6 articles on a variety of science topics from a particular region of the United States. These journals are written for upper elementary school students. Investi-gators are similar to our Natural Inquirer journals, but the articles and activities are written for younger students.
Investi-gator journals include:
- Four to six 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
Investi-gator journals are currently available in two formats:
- 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 an Invest-gator 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 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 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 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 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 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 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 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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This lesson plan introduces the scientific process and guides students through an Investi-gator article using the K-W-L method. This lesson plan can be used with any Investi-gator or Natural Inquirer...Lesson Plan – Investi-gator KWL
This lesson plan introduces the scientific process and guides students through an Investi-gator article using the K-W-L method. This lesson plan can be used with any Investi-gator or Natural Inquirer...
Glossary
View All GlossaryClassroom Review Board
Mrs. Beaman’s 5th Grade Class
- Felida Elementary School
- Vancouver, WA
Editorial Review Board Comments
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Keith Aubry
One of my most interesting and exciting science experiences occurred last winter when I traveled around the island of Tasmania (which is part of Australia). This was my first opportunity...View Profile -
Rick Edwards
I’ve had so many wonderful experiences as a scientist I can’t pick a favorite. From seeing koalas in trees in Australia to watching a grizzly bear catch salmon in Alaska,...View Profile -
Jason Fellman
My favorite science experience is going out to one of my field sites and finding several chewed salmon carcasses and bear footprints as big as my head!View Profile -
Jóse Fragoso
As an ecologist, I study the relationships of living things with each other and with their environment. One of my favorite science experiences was flying my ultralight airplane over the...View Profile -
Peter Hernes
My favorite science experience is seeing our research published. When a research paper is published, I know that it will influence how other scientists think for years to come.View Profile -
Eran Hood
My favorite science experience is being able to climb around on the glaciers in the Juneau (Alaska) Icefield as part of my research.View Profile -
Kevin McKelvey
My favorite experience was digging out a wolverine snow-den in Glacier National Park. To study wolverines, scientists capture wolverine kits (baby wolverines) and put tracking instruments on them. These instruments...View Profile -
Ron Neilson
I became a bioclimatologist because I like to be in the woods. Bioclimatologists study the relationship of living things to their climate. Climate is the average weather of an area...View Profile -
Dede Olson
Finding my first breeding group of western toads in the Oregon Cascade Mountain Range is one of my all-time best moments. I had been hunting for toads for hours along...View Profile -
Terry Root
My favorite science experience was in 1995 when I was at a meeting. A person speaking before me put up a graph that looked just like one of mine —...View Profile -
Durelle Scott
One of my favorite science experiences was standing in the middle of a Rocky Mountain stream at 2 a.m. watching the Perseid (pər sē əd) meteor shower. The Perseid meteor...View Profile -
Rob Spencer
My favorite science experience was witnessing the spring thaw on the Yukon River in Alaska. This is called an “ice-out.” When the ice melts, it is like a river of...View Profile -
Ken Thompson
I’m very interested in the wildlife of gardens. My favorite project was one that showed just how much wildlife lives in a typical private garden. For me, however, the best...View Profile