Freshwater – Vol. 18 No. 1
In the Natural Inquirer Freshwater edition, you will learn many new things about Earth’s freshwater. As you read each article, think about your daily water use. You use clean freshwater for drinking, bathing, and cooking. Did you know that up to 60 percent of your body weight is water? Water not only keeps you healthy, but it also keeps the planet healthy!
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Highlights
- 7 Articles
- 11 Activities
- 22 Scientists
- Glossary
- Freshwater LIVE Connections
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With two-thirds of the U.S. population drinking water from surface sources such as streams, rivers, lakes, and reservoirs, it is very important that these water sources are protected. Part of...Green Means Clean! Assessing the Condition of U.S. Drinking Water Watersheds
With two-thirds of the U.S. population drinking water from surface sources such as streams, rivers, lakes, and reservoirs, it is very important that these water sources are protected. Part of... -
Nonpoint source water pollution comes from large areas or landscapes such as roadways, farms, and urban and suburban communities. Scientists know this type of pollution exists, but it is difficult...What’s the Nonpoint? Assessing Nonpoint Source Water Quality Threats Nationwide
Nonpoint source water pollution comes from large areas or landscapes such as roadways, farms, and urban and suburban communities. Scientists know this type of pollution exists, but it is difficult... -
Particulate organic matter (POM), which consists of small pieces of twigs, leaves, soil, and other items found in the water, is an important component of an ecosystem and the food...Caribbean Cruise: Examining the Movement and Quality of Organic Matter Over Time From Two Caribbean Watersheds
Particulate organic matter (POM), which consists of small pieces of twigs, leaves, soil, and other items found in the water, is an important component of an ecosystem and the food... -
Chemicals from auto emissions, industrial processes, and urban development are found in most urban areas. Two of the chemicals found most abundantly in urban areas are calcium and lead. The...Sediment-al Journey: Measuring Metal Concentrations in Soil Beside Urban Waterways
Chemicals from auto emissions, industrial processes, and urban development are found in most urban areas. Two of the chemicals found most abundantly in urban areas are calcium and lead. The... -
Mussels are very sensitive to changes in the environment which makes them good indicators of the health of an aquatic ecosystem. Mussel shells, like growth rings from a tree, can...Mussel Mania: How Streamflow Affects Freshwater Mussels Over Long Time Periods
Mussels are very sensitive to changes in the environment which makes them good indicators of the health of an aquatic ecosystem. Mussel shells, like growth rings from a tree, can... -
Water temperature helps regulate aquatic ecosystems, and, for many aquatic organisms, life-cycle phases are tied to water temperature. Salmon eggs, for example, generally require a certain number of degree days...Timed Travel: Measuring the Relationship Between Stream Temperatures and the Development of Salmon
Water temperature helps regulate aquatic ecosystems, and, for many aquatic organisms, life-cycle phases are tied to water temperature. Salmon eggs, for example, generally require a certain number of degree days... -
When snow melts or rain falls, some of the water runs off into streams or rivers. Most of the water, however, goes down into the soil. The water that stays...Under Where? Underground Water and Its Contribution to Streams
When snow melts or rain falls, some of the water runs off into streams or rivers. Most of the water, however, goes down into the soil. The water that stays...
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After reading the Freshwater edition of Natural Inquirer, test your knowledge of the issue with this eyeChallenge. Explain what each of the images from the journal represents. Students may write...eyeChallenge – Freshwater
After reading the Freshwater edition of Natural Inquirer, test your knowledge of the issue with this eyeChallenge. Explain what each of the images from the journal represents. Students may write... -
Test your knowledge on contamination, floodplains, and watersheds.Crossword – Freshwater
Test your knowledge on contamination, floodplains, and watersheds. -
The questions you will answer in this FACTivity are: Which land cover surface best protects water quality and why? Materials: 3 paint roller pans 1 shovel 3/4 cup liquid kitchen...FACTivity – Green Means Clean
The questions you will answer in this FACTivity are: Which land cover surface best protects water quality and why? Materials: 3 paint roller pans 1 shovel 3/4 cup liquid kitchen... -
The questions you will answer in this FACTivity are: How do standardized units of measurement help scientists to answer questions? What are the advantages of using percentiles to standardize measurements?...FACTivity – What’s the Nonpoint?
The questions you will answer in this FACTivity are: How do standardized units of measurement help scientists to answer questions? What are the advantages of using percentiles to standardize measurements?... -
The question you will answer in this FACTivity is: What can you learn from data about gage height and streamflow for a stream for an extended period of time? You...FACTivity – Caribbean Cruise
The question you will answer in this FACTivity is: What can you learn from data about gage height and streamflow for a stream for an extended period of time? You... -
The question you will answer in this FACTivity is: What is the relationship between the level of chemicals in a city’s soils and level of the same chemicals in the...FACTivity – Sediment-al Journey
The question you will answer in this FACTivity is: What is the relationship between the level of chemicals in a city’s soils and level of the same chemicals in the... -
In this FACTivity, you will be the scientist and analyze real-time streamflow data from the three rivers that the scientists in this study studied. The question you will answer in...FACTivity – Mussel Mania
In this FACTivity, you will be the scientist and analyze real-time streamflow data from the three rivers that the scientists in this study studied. The question you will answer in... -
The question you will answer in this FACTivity is: How do air temperature patterns relate to a yearly natural event, such as the emergence of a particular species of flower,...FACTivity – Timed Travel
The question you will answer in this FACTivity is: How do air temperature patterns relate to a yearly natural event, such as the emergence of a particular species of flower,... -
In this FACTivity, you will use the knowledge you have gained from the reading “Under Where?” and other articles in this journal, as well as other sources of information about...FACTivity – Under Where?
In this FACTivity, you will use the knowledge you have gained from the reading “Under Where?” and other articles in this journal, as well as other sources of information about... -
The purpose of this FACTivity is to demonstrate how house plants use water and compare this process with an outdoor plant’s use of soil water. Materials: Potted house plant with...Alternate FACTivity – Under Where?
The purpose of this FACTivity is to demonstrate how house plants use water and compare this process with an outdoor plant’s use of soil water. Materials: Potted house plant with...
Standards addressed in this Journal:
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ESS1.A-M1
Patterns of the apparent motion of the Sun, the Moon, and stars in the sky can be observed, described, predicted, and explained with models.
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ESS1.A-M2
Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.
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ESS1.C-M2
Tectonic processes continually generate new ocean seafloor at ridges and destroy old seafloor at trenches.
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ESS2.C-M1
Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
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ESS2.C-M3
Global movements of water and its changes in form are propelled by sunlight and gravity.
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ESS2.C-M5
Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.
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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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ESS3.A-M1
Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
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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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LS1.B-M2
Animals engage in characteristic behaviors that increase the odds of reproduction.
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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.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.
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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.D-M1
Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
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PS1.A-M2
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
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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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PS2.B-M1
Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects..
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PS3.B-M2
The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.
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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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Power, Authority, and Governance
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Production, Distribution, and Consumption
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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 this lesson, students will create a storyboard to graphically represent the main points from the research article they read. This lesson plan can be used with any Natural Inquirer...Lesson Plan – Storyboard
In this lesson, students will create a storyboard to graphically represent the main points from the research article they read. This lesson plan can be used with any Natural Inquirer... -
This lesson plan introduces students to the different sections of a Natural Inquirer article. Additionally, it helps the students understand the content of the article through the use of graphic...Lesson Plan – Reading a Natural Inquirer Article – FACELook
This lesson plan introduces students to the different sections of a Natural Inquirer article. Additionally, it helps the students understand the content of the article through the use of graphic... -
In this lesson plan, students will read a Natural Inquirer article and write a letter to the scientist, asking for clarification on at least four questions. Note: This lesson plan...Lesson Plan – Write A Scientist
In this lesson plan, students will read a Natural Inquirer article and write a letter to the scientist, asking for clarification on at least four questions. Note: This lesson plan...
Glossary
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Ms. Henry’s 7th Grade Life Science Classes
- Bemidji Middle School
- Bemidji, MN