Knock on Wood – Vol. 1 No. 21
The "Knock on Wood" monograph explores the complex relationships between carbon, fire, longleaf pine, and the red-cockaded woodpecker. Scientists conducted a study to better understand the trade-offs of managing forests for wildfire prevention and habitat preservation.
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Highlights
- Part of the Carbon Series
- 5 Scientists
- Glossary
- 3 Activities
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The scientists in this study were interested in looking at how prescribed fire affects longleaf pine forests and their ability to store carbon. The scientists also wanted to know how...Knock on Wood: Understanding the Relationship Between the Red-Cockaded Woodpecker, Longleaf Pine, Fire, and Carbon
The scientists in this study were interested in looking at how prescribed fire affects longleaf pine forests and their ability to store carbon. The scientists also wanted to know how...
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In “Knock on Wood,” you learned that prescribed fires are an important management tool used by land managers. Prescribed fires are different than wildland fires and have a variety of...FACTivity – Knock on Wood
In “Knock on Wood,” you learned that prescribed fires are an important management tool used by land managers. Prescribed fires are different than wildland fires and have a variety of... -
After reading “Knock on Wood,” try this create-a-phrase challenge. Draw a line from a word in the left column to a word in the right column to create a phrase...Create-A-Phrase Challenge – Knock on Wood
After reading “Knock on Wood,” try this create-a-phrase challenge. Draw a line from a word in the left column to a word in the right column to create a phrase... -
After you read “Knock on Wood,” see if you can complete this eyeChallenge. Each of the following images represents something from the article. Explain what each of these images represents.eyeChallenge – Knock on Wood
After you read “Knock on Wood,” see if you can complete this eyeChallenge. Each of the following images represents something from the article. Explain what each of these images represents.
Glossary
View All GlossaryClassroom Review Board
Mrs. Kristin Howell’s 7th Grade Science Class
- West Jackson Middle School
- Jefferson, GA
Editorial Review Board Comments
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Bruce Hungate
My favorite science experience is taking deep cores in sandy soils near the ocean where pure, white sand, suddenly became a black and soft soil horizon, about 3-inches thick. It...View Profile -
Matthew Hurteau
My favorite science experience was when I was sampling big sagebrush on a mesa in northern Arizona and got to see my first mountain lion.View Profile -
George Koch
My favorite science experience is climbing the tallest redwoods and using high-tech instruments to understand how these giants of the plant world make a living. A part of what we’ve...View Profile -
Katherine Martin
My favorite science memory was conducting a 70-acre prescribed fire in a longleaf pine forest to understand management in action.View Profile -
Malcolm North
“My favorite science experience was climbing into the top of a 175-foot-tall red fir to collect lichen samples during a wind storm.” “[Another] favorite science experience is climbing into the...View Profile
Standards addressed in this Monograph:
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ESS2.D-H1
The foundation for Earth’s global climate systems is the electromagnetic radiation from the Sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
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ESS2.D-H2
Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
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ESS2.D-H3
Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
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ESS2.D-H4
Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
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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.C-H1
The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
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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-H1
Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
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ESS3.D-H2
Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
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ESS3.D-M1
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities.
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ETS1.A-H1
Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
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ETS1.A-H2
Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.
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ETS1.A-M1
The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.
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ETS1.B-H1
When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability, and aesthetics and to consider social, cultural, and environmental impacts.
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ETS1.B-H2
Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
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ETS1.B-M1
A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
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ETS1.B-M2
There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
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ETS1.B-M3
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
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ETS1.B-M4
Models of all kinds are important for testing solutions.
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ETS1.C-H1
Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
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ETS1.C-M1
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.
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ETS1.C-M2
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
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LS1.C-H1
The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
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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-M3
Growth of organisms and population increases are limited by access to resources.
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LS2.B-H3
Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geologic, and biological processes.
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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-H1
A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
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LS2.C-H2
Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
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LS2.C-M1
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
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LS2.C-M2
Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
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LS4.C-H4
Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.
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LS4.C-H5
Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.
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LS4.D-H1
Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).
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LS4.D-H2
Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.
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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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Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
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By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
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Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
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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 9-10 texts and topics.
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Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
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Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
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Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
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Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
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Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
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People, Places, and Environments
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Science, Technology, and Society
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Time, Continuity, and Change
What Is a Natural Inquirer Monograph?
A Natural Inquirer monograph is a short publication that focuses on a single research study. Monographs are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students.
Monographs include:
- One article based on a published, peer-reviewed research paper; the article keeps the research paper format (see more below) but is written in language students can understand.
- A FACTivity, which is an activity to complete after reading the article. The FACTivity helps reinforce major science concepts from the article. These activities are designed to be easy to implement, with few material requirements and options for adapting them for your audience or available resources. Some monograph may have two FACTivities.
- A short “Welcome to the monograph” article about key background information and science concepts.
- A glossary of new terms from the article or the introductory materials.
- A list of related Natural Inquirer publications as well as outside references.
- Standards correlations, including Next Generation Science Standards, addressed in both the article and the FACTivity.
Monographs may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.
Reading Modes
Monographs are available in three different formats:
- Hard copies can be ordered from the website and shipped, all free of charge.
- PDF versions of the printed monograph can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version.
- The “Read Distraction Free” option allows the monograph article to open in its own window, without the rest of the website being visible. “Read Distraction Free” is available on the article version of the monograph, which can be opened under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and Number Crunches. Students can enter their answers, submit them, and then receive the correct answers to double-check their work. Submitted answers are not saved on the website and will disappear once the window is closed.
What's in a Natural Inquirer Article?
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Meet the Scientists
This section introduces the scientists (and others) who worked on the study. In their own words, they each share a memorable science experience, a favorite research project, or something they learned during the course of their education or research.
Use this section to:
- Introduce kids to the variety of people who work in science
- Introduce kids to the variety of scientific fields and give brief descriptions of science-related jobs
- Explore ways that people interact with science every day
Next Generation Science Standards (NGSS) applications:
- Science and Engineering Practices
- Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Many of the scientists and engineers featured in this section are also featured on our collector cards. Learn more about their work, how they got interested in their fields, and interesting projects they worked on. Cards can be printed as posters, too.
Thinking About Science
This section briefly describes a concept about science or scientific research. This overview can touch on topics like
- study type (longitudinal study, quantitative vs. qualitative data),
- behaviors of scientists (conducting literature reviews, collaborating with other specialists, replicating earlier studies),
- the practice of science (the scientific method, engineering design, data collection, randomization, controls and variables),
- or other aspects of science (bias, correlation vs. causation).
Use this section to:
- Reinforce steps in the scientific method and the process of science
- Encourage students to think about the practice of science and what it can and cannot tell us
- Consider the many types of scientific study and what information each type can provide
Next Generation Science Standards applications:
- Science and Engineering Practices
- Life Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
You can use key words to search for other or related scientific topics on our website (e.g. “longitudinal study,” “bias,” or “sampling”).
Thinking About the Environment
This section provides a brief overview of a topic or concept in environmental/life science. The topic or concept is directly related to the research study that follows. Examples of topics include the carbon cycle, the water cycle, habitat fragmentation, phenology, biodiversity, and ecosystem services.
Use this section to:
- Provide important background information to help students understand the research study
- Serve as a quick reference during reading or class instruction
- Connect the research article with other activities or media on the same topic
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
You can use key words to search for more resources on life or earth science topics on our website (e.g. “habitat,” “carbon,” or “genetics”).
Introduction
This section begins the scientific article format. Much like the published, peer-reviewed study this article is based on, the introduction provides background information for the study – what is currently known and what remains unknown. The introduction culminates in the question(s) the study hopes to answer.
The introduction is also the first section with a Reflection Section. This section includes two or three questions to help kids reflect on what they’ve just learned in the Introduction. If they are using the online distraction-free reading mode, they can answer these questions directly on the website.
Use this section to:
- Review important background information that kids need to understand the study
- Connect the study to the concepts addressed in the Thinking About Science and Thinking About the Environment sections
- Understand research questions and hypotheses, including generating their own hypotheses given what they already know
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Use one of the guided reading lesson plans to help kids follow the format of a scientific paper.
Methods
This section is the nuts and bolts of the study design – the who, what, when, where, why, and how of the research. Contained within the Methods section are usually maps of the study location or the set-up of study plots, as well as details about what data was collected and how.
The Methods section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Show students how experiments and studies are designed and carried out
- Explore sampling methods and randomization
- Introduce various data collection tools (e.g. camera traps, surveys, insect collection tools, weather stations, etc.)
- Explain bias and how studies are designed to remove bias
- Help students gain experience with map reading
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Many Methods and Findings sections contain Number Crunches, which are simple math exercises designed to help students interact with the data from the study.
Findings
This section summarizes the data collected during the study. The Findings section usually includes data tables or graphs and highlights the significant data points from the study. This section often mentions statistical analysis or the use of computer programs to model or analyze the data, though these methods are only discussed generally.
The Findings section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Have students practice reading and interpreting graphs and tables
- Compare results between variables and controls
- Explain the concept of statistical significance
- Discuss how no data or negative results still provide valuable information
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Search the website for “map” or “graph” to find activities where students can practice making and reading maps and graphs.
Discussion
This section concludes each monograph article. In it, we summarize the main findings of the scientists’ study. Additionally, we present the scientists’ ideas about the limitations of their study, the big-picture impacts of their research, and the scientists’ plans for future study or action.
The Discussion section ends with a Reflection Section – two or three questions to help students think through what they just read, especially general take-aways from the study. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Discuss what conclusions can and cannot be drawn from the available data
- Explain the difference between correlation and causation
- Explore study limitations and opportunities for further study
- Brainstorm ways the study findings could be applied to real-world situations
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Use the “Designing Your Own Study” resource page for videos of scientists discussing their own research studies. The page also includes educator resources to help students plan their own scientific studies.
Additional Resources on the Website
On the website, we pair each monograph with a variety of other resources, as well. Use the tabs on the product page to browse through the following:- Related activities, including the FACTivity for each article
- An “About” essay that gives some larger context for the research the scientists conducted or more information about the science topic from the article
- A glossary of all boldfaced terms from the article
- A “Scientists and Collaborators” page that lists the people involved in the study; click on a researcher to reach their bio page and see what other articles they might be featured in
- A “Related Content” page that lists both Natural Inquirer resources about similar topics and also outside reference materials
Article Selection and Review
Natural Inquirer partners with the USDA Forest Service, so we source research studies by Forest Service scientists that have been peer-reviewed and published in reputable journals. Some of our articles have also been created in collaboration with scientists from other Federal agencies, such as U.S. Geological Survey and the United Nations Food and Agriculture Organization, universities, and other non-profits.
All monograph articles are reviewed by scientists who conducted the original research study to verify scientific accuracy. Monographs are also reviewed by student editorial review boards of middle or high school students before publication. Additionally, all monographs are reviewed by the Forest Service and the U.S. Department of Agriculture before publication.
Every monograph article includes a citation of its source study. Many educators pair the original research paper with our article to help more advanced students learn how to read formal research papers. The monograph article then serves as adapted primary literature, bridging the two articles.Lessons
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In this lesson plan, students will read a Natural Inquirer or Investi-gator article and create “thin” and “thick” questions while filling out a graphic organizer. This lesson plan can be...Lesson Plan – Thin and Thick
In this lesson plan, students will read a Natural Inquirer or Investi-gator article and create “thin” and “thick” questions while filling out a graphic organizer. This lesson plan can be... -
In this lesson plan, you will use the visual thinking strategy to elicit prior knowledge before reading a Natural Inquirer or Investi-gator article. This can be used with any Natural...Lesson Plan – Visual Thinking Strategy
In this lesson plan, you will use the visual thinking strategy to elicit prior knowledge before reading a Natural Inquirer or Investi-gator article. This can be used with any Natural... -
Identify and write the main idea of the section using one sentence. Fill out the provided graphic organizer. This lesson plan can be used with any Natural Inquirer article.Lesson Plan – Block Graphic Organizer
Identify and write the main idea of the section using one sentence. Fill out the provided graphic organizer. This lesson plan can be used with any Natural Inquirer article.
Project Learning Tree
If you are a trained Project Learning Tree educator, you may use “Plant a Tree” as an additional resource.
