Fall 1998 – Vol. 1 No. 1
The Fall 1998 edition focuses on a variety of natural science topics, including wildfire smoke, outdoor recreation, and dogwood anthracnose. This edition of the Natural Inquirer was the very first to be published!
$0.00
Out of Stock, Download PDF below
Highlights
- 1st Edition of Natural Inquirer
- 6 Articles
- 13 Activities
- Glossary
- Available in English and Spanish
-
Red-cockaded woodpeckers are an endangered species that live in areas from eastern Texas all the way to the Atlantic coast. Not much is known about what red-cockaded woodpeckers eat. Without...Wood Roaches for Dinner Again? The Baby Red-Cockaded Woodpecker’s Diet
Red-cockaded woodpeckers are an endangered species that live in areas from eastern Texas all the way to the Atlantic coast. Not much is known about what red-cockaded woodpeckers eat. Without... -
Almost everyone in the United States enjoys outdoor recreation, which is an activity that is done outside for fun and enjoyment. Unless we understand what kinds of outdoor recreation activities...It’s a Jungle Gym Out There! An Introduction to Outdoor Recreation
Almost everyone in the United States enjoys outdoor recreation, which is an activity that is done outside for fun and enjoyment. Unless we understand what kinds of outdoor recreation activities... -
Many diseases affect the health of trees throughout the United States. One species affected in the eastern part of the country is the dogwood. The dogwood is affected by a...Attack of the Killer Anthracnose! Control of Dogwood Anthracnose
Many diseases affect the health of trees throughout the United States. One species affected in the eastern part of the country is the dogwood. The dogwood is affected by a... -
Forestry operations depend on the continuous supply of healthy tree seedlings. Seedlings are small trees grown from seeds in nurseries. To provide healthy seedlings, chemicals are applied to the soil...To Spray or Not to Spray: Soil Fumigation in Southern Forests
Forestry operations depend on the continuous supply of healthy tree seedlings. Seedlings are small trees grown from seeds in nurseries. To provide healthy seedlings, chemicals are applied to the soil... -
Much of what humans do depends on the land that we live on. No matter how much humans change the land, it is still important to understand the history and...Before & After: A Look at Our Land (Land Use History of Jones County, GA)
Much of what humans do depends on the land that we live on. No matter how much humans change the land, it is still important to understand the history and... -
Wildland fires occur both purposefully and by accident. Purposeful fires include fires set by individuals to remove fallen leaves or other debris. Often, foresters set small, controlled fires on purpose,...On Top of Old Smokey: Computer Wind Model for Predicting Smoke Movement
Wildland fires occur both purposefully and by accident. Purposeful fires include fires set by individuals to remove fallen leaves or other debris. Often, foresters set small, controlled fires on purpose,...
-
After reading “Wood Roaches for Dinner Again?,” test your knowledge with a word search.Word Search – Wood Roaches for Dinner Again?
After reading “Wood Roaches for Dinner Again?,” test your knowledge with a word search. -
After reading “It’s a Jungle Gym Out There!,” test your knowledge with this word search.Word Search – It’s a Jungle Gym Out There!
After reading “It’s a Jungle Gym Out There!,” test your knowledge with this word search. -
After you read “Attack of the Killer Anthracnose!,” test your understanding with a word search.Word Search – Attack of the Killer Anthracnose!
After you read “Attack of the Killer Anthracnose!,” test your understanding with a word search. -
After reading “To Spray or Not to Spray,” test your understanding with a word search.Word Search – To Spray or Not to Spray
After reading “To Spray or Not to Spray,” test your understanding with a word search. -
After reading “Before and After,” test your understanding with a word search.Word Search – Before and After
After reading “Before and After,” test your understanding with a word search. -
After reading “On Top of Old Smokey,” test your understanding with a word search.Word Search – On Top of Old Smokey
After reading “On Top of Old Smokey,” test your understanding with a word search. -
Who or What Am I? Fall 1998 After reading the Fall 1998 edition of Natural Inquirer, can you solve these riddles?
Glossary
View All Glossary-
Gary Achtemeier
View Profile -
Kerry Britton
I spent 15 years studying invasive species, particularly those that cause tree diseases. Now I am working to make sure that the best available science is used to prevent new...View Profile -
Ken Cordell
“I like my work and working for the Forest Service very much. My work as a scientist involves studying how people relate to the natural world and what they like...View Profile -
Boyd Edwards
View Profile
Standards addressed in this Journal:
-
ESS2.C-M2
The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.
-
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.
-
ESS2.D-M2
Because these patterns are so complex, weather can only be predicted probabilistically.
-
ESS3.C-M1
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
-
ESS3.C-M2
Typically as human populations and per capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
-
ETS1.A-M1
The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.
-
ETS1.B-M1
A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
-
ETS1.B-M2
There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
-
ETS1.B-M4
Models of all kinds are important for testing solutions.
-
ETS1.C-M1
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.
-
ETS1.C-M2
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
-
LS2.A-M1
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
-
LS2.A-M3
Growth of organisms and population increases are limited by access to resources.
-
LS2.A-M4
Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
-
LS2.B-M1
Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
-
LS2.C-M1
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
-
LS2.C-M2
Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
-
Cite specific textual evidence to support analysis of science and technical texts.
-
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
-
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
-
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
-
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
-
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
-
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
-
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
-
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
-
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
-
People, Places, and Environments
-
Production, Distribution, and Consumption
-
Science, Technology, and Society
-
Time, Continuity, and Change
What Is a Natural Inquirer Journal?
A Natural Inquirer journal is a collection of 4-8 articles on a related science topic. Journals are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students. Some journals are particularly suited to high school students; you can find our grade level recommendations in the tags on the product page or by filtering journals by grade level.
Journals include:
- Four to eight articles based on published, peer-reviewed research papers; the articles keep the research paper format (see more below) but are written in language students can understand.
- A FACTivity for each article, which is an activity to complete after reading the article. The FACTivity helps reinforce major science concepts from the article. These activities are designed to be easy to implement, with few material requirements and options for adapting them for your audience or available resources. Some articles in a journal may have two FACTivities.
- A short “Welcome to the journal” article about key background information and science concepts that unify the articles included in the journal
- A glossary of new terms for each article and the introductory materials.
- A list of related Natural Inquirer publications for each article as well as outside references.
- Standards correlations, including Next Generation Science Standards, addressed in the articles and the FACTivities.
Journals may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.
Reading Modes
Journals are available in three different formats:
- Hard copies can be ordered from the website and shipped, all free of charge.
- PDF versions of the printed journal can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version. You can also download individual articles as pdfs.
- The “Read Distraction Free” option allows the individual articles to open in their own window, without the rest of the website being visible. These articles can be found under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and Number Crunches. Students can enter their answers, submit them, and then receive the correct answers to double-check their work. Submitted answers are not saved on the website and will disappear once the window is closed.
What's in a Natural Inquirer Article?
-
Meet the Scientists
This section introduces the scientists (and others) who worked on the study. In their own words, they each share a memorable science experience, a favorite research project, or something they learned during the course of their education or research.
Use this section to:
- Introduce kids to the variety of people who work in science
- Introduce kids to the variety of scientific fields and give brief descriptions of science-related jobs
- Explore ways that people interact with science every day
Next Generation Science Standards (NGSS) applications:
- Science and Engineering Practices
- Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Many of the scientists and engineers featured in this section are also featured on our collector cards. Learn more about their work, how they got interested in their fields, and interesting projects they worked on. Cards can be printed as posters, too.
Thinking About Science
This section briefly describes a concept about science or scientific research. This overview can touch on topics like
- study type (longitudinal study, quantitative vs. qualitative data),
- behaviors of scientists (conducting literature reviews, collaborating with other specialists, replicating earlier studies),
- the practice of science (the scientific method, engineering design, data collection, randomization, controls and variables),
- or other aspects of science (bias, correlation vs. causation).
Use this section to:
- Reinforce steps in the scientific method and the process of science
- Encourage students to think about the practice of science and what it can and cannot tell us
- Consider the many types of scientific study and what information each type can provide
Next Generation Science Standards applications:
- Science and Engineering Practices
- Life Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
You can use key words to search for other or related scientific topics on our website (e.g. “longitudinal study,” “bias,” or “sampling”).
Thinking About the Environment
This section provides a brief overview of a topic or concept in environmental/life science. The topic or concept is directly related to the research study that follows. Examples of topics include the carbon cycle, the water cycle, habitat fragmentation, phenology, biodiversity, and ecosystem services.
Use this section to:
- Provide important background information to help students understand the research study
- Serve as a quick reference during reading or class instruction
- Connect the research article with other activities or media on the same topic
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
You can use key words to search for more resources on life or earth science topics on our website (e.g. “habitat,” “carbon,” or “genetics”).
Introduction
This section begins the scientific article format. Much like the published, peer-reviewed study this article is based on, the introduction provides background information for the study – what is currently known and what remains unknown. The introduction culminates in the question(s) the study hopes to answer.
The introduction is also the first section with a Reflection Section. This section includes two or three questions to help kids reflect on what they’ve just learned in the Introduction. If they are using the online distraction-free reading mode, they can answer these questions directly on the website.
Use this section to:
- Review important background information that kids need to understand the study
- Connect the study to the concepts addressed in the Thinking About Science and Thinking About the Environment sections
- Understand research questions and hypotheses, including generating their own hypotheses given what they already know
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Use one of the guided reading lesson plans to help kids follow the format of a scientific paper.
Methods
This section is the nuts and bolts of the study design – the who, what, when, where, why, and how of the research. Contained within the Methods section are usually maps of the study location or the set-up of study plots, as well as details about what data was collected and how.
The Methods section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Show students how experiments and studies are designed and carried out
- Explore sampling methods and randomization
- Introduce various data collection tools (e.g. camera traps, surveys, insect collection tools, weather stations, etc.)
- Explain bias and how studies are designed to remove bias
- Help students gain experience with map reading
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Many Methods and Findings sections contain Number Crunches, which are simple math exercises designed to help students interact with the data from the study.
Findings
This section summarizes the data collected during the study. The Findings section usually includes data tables or graphs and highlights the significant data points from the study. This section often mentions statistical analysis or the use of computer programs to model or analyze the data, though these methods are only discussed generally.
The Findings section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Have students practice reading and interpreting graphs and tables
- Compare results between variables and controls
- Explain the concept of statistical significance
- Discuss how no data or negative results still provide valuable information
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Search the website for “map” or “graph” to find activities where students can practice making and reading maps and graphs.
Discussion
This section concludes each article. In it, we summarize the main findings of the scientists’ study. Additionally, we present the scientists’ ideas about the limitations of their study, the big-picture impacts of their research, and the scientists’ plans for future study or action.
The Discussion section ends with a Reflection Section – two or three questions to help students think through what they just read, especially general take-aways from the study. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Discuss what conclusions can and cannot be drawn from the available data
- Explain the difference between correlation and causation
- Explore study limitations and opportunities for further study
- Brainstorm ways the study findings could be applied to real-world situations
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Use the “Designing Your Own Study” resource page for videos of scientists discussing their own research studies. The page also includes educator resources to help students plan their own scientific studies.
Additional Resources on the Website
On the website, we pair each journal with a variety of other resources, as well. Use the tabs on the product page to browse through the following:- Related activities, including the FACTivity for each article
- An “About” essay that gives some larger context for the research the scientists conducted or more information about the science topic from the journal
- A glossary of all boldfaced terms from the journal
- A “Scientists and Collaborators” page that lists the people involved in the studies in the journal; click on a researcher to reach their bio page and see what other articles they might be featured in
- A “Related Content” page that lists both Natural Inquirer resources about similar topics and also outside reference materials
Article Selection and Review
Natural Inquirer partners with the USDA Forest Service, so we source research studies by Forest Service scientists that have been peer-reviewed and published in reputable journals. Some of our articles have also been created in collaboration with scientists from other Federal agencies, such as U.S. Geological Survey and the United Nations Food and Agriculture Organization, universities, and other non-profits.
All journal articles are reviewed by scientists who conducted the original research study to verify scientific accuracy. Journals are also reviewed by student editorial review boards of middle or high school students before publication. Additionally, all journals are reviewed by the Forest Service and the U.S. Department of Agriculture before publication.
Every journal article includes a citation of its source study. Many educators pair the original research paper with our article to help more advanced students learn how to read formal research papers. The journal article then serves as adapted primary literature, bridging the two articles.Lessons
-
Use the Frayer Diagram with students to identify and define important words. This lesson plan can be used with any Natural Inquirer article.Lesson Plan – Frayer Diagram
Use the Frayer Diagram with students to identify and define important words. This lesson plan can be used with any Natural Inquirer article. -
In this lesson plan, students will review the Reflection Section questions and learn to highlight portions of the text that help answer those questions best. This lesson plan can be...Lesson Plan – Reflection Sections
In this lesson plan, students will review the Reflection Section questions and learn to highlight portions of the text that help answer those questions best. This lesson plan can be... -
In this lesson plan, students will write sentences or short paragraphs about the article using 15-20 letters of the alphabet. This lesson plan can be used with any Natural Inquirer...Lesson Plan – Alphabet Writing
In this lesson plan, students will write sentences or short paragraphs about the article using 15-20 letters of the alphabet. This lesson plan can be used with any Natural Inquirer...
Related Resources from The Natural Inquirer
-
The Fall 1998 edition focuses on a variety of natural science topics, including wildfire smoke, outdoor recreation, and dogwood anthracnose. This edition of the Natural Inquirer was the very first...Fall 1998 – Spanish
The Fall 1998 edition focuses on a variety of natural science topics, including wildfire smoke, outdoor recreation, and dogwood anthracnose. This edition of the Natural Inquirer was the very first...
Additional Resources
-
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