Front cover of National Inquirer Climate Change edition with images of scientists, a wolverine, and a field

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Natural Inquirer – Vol. 14 No. 1

Is the Earth's environment changing over time? In the past few years, most scientists have agreed on at least one thing about the changing environment. They have agreed that measured and recorded changes in Earth’s weather patterns over the past 100 or more years point to a warming of Earth’s surface greater than they would have expected from normal cycles. In this edition of Natural Inquirer, you will learn about the effect that this may have on animals, plants, and forests.

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6 Articles
13 Activities
Lesson Plan
20 Scientists
Glossary

Glossary

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algorithm
(al gə ri thəm): A procedure for solving a mathematical problem (like finding the greatest common divisor) in a finite number of steps that frequently involves repetition of an operation.
annual
(an yə(-wə)l): (1) Covering the period of a year; (2) occurring or happening every year or once a year.
aquatic
(ǝ kwä tik): Growing or living in or often found in water.
archaeology
(är kē ä lə jē): The scientific study of material remains (such as tools, pottery, jewelry, stone walls, and monuments) of past human life and activities.
average
(av (ǝ) rij): A value that is computed by dividing the sum of a set of terms by the number of terms.
average
(av (ǝ) rij): A value that is computed by dividing the sum of a set of terms by the number of terms.
biomass
(bī ō mas): The amount of living matter (in a unit area or volume of habitat).
carbon dioxide
(kär bǝn dī äk sīd): A heavy colorless gas that is formed especially by the burning and breaking down of organic substances (as in animal respiration), is absorbed from the air by plants in photosynthesis, and has many industrial uses.
carbon dioxide
(kär bǝn dī äk sīd): A heavy colorless gas that is formed especially by the burning and breaking down of organic substances (as in animal respiration), is absorbed from the air by plants in photosynthesis, and has many industrial uses.
climate
(klī mǝt): The average weather conditions of a particular place or region over a period of years.
conserve
(kǝn sǝrv): To avoid wasteful or destructive use of something.
core
(kȯr): (verb) To remove a core from (like taking a sample from a tree’s core with a drill).
cyclical
(si kli kǝl): Characterized by a series of events or actions that repeat themselves regularly and in the same order.
data
(dā tǝ or da tǝ): Factual information (such as measurements or statistics) used as a basis for reasoning, discussion, or calculation.
database
(dā tə bās): A usually large collection of data organized especially for rapid search and retrieval (as by a computer).
defecate
(de fi cāt): To expel feces from the bowels.
dendrochronologist
(den drō krə nä lə jist): A scientist who studies dating events and variations in the environment in former periods by comparing growth rings in trees and aged wood.
dispersal
(di spər səl): The process or result of the spreading of organisms from one place to another.
drought
(drau̇t): A long period of dry weather.
drought
(drau̇t): A long period of dry weather.
ecosystem
(ē kō sis tǝm): A system made up of an ecological community of living things interacting with their environment especially under natural conditions.
efficient
(i fi shǝnt): Capable of producing desired results with little or no waste (as of time or materials).
elevation
(e lǝ vā shǝn): The height above sea level.
emit
(ē mit): To throw or give off or out; to send out.
flume
(flüm): A sloping channel for carrying water.
forest manager
(fȯr ǝst ma ni jǝr): A person who manages a forest; in the Forest Service, forest managers focus on managing vegetation, restoring ecosystems, reducing hazards, and maintaining forest health (definition from USDA Forest Service).
forest manager
(fȯr ǝst ma ni jǝr): A person who manages a forest; in the Forest Service, forest managers focus on managing vegetation, restoring ecosystems, reducing hazards, and maintaining forest health (definition from USDA Forest Service).
fossil fuel
(fä sǝl fyü(ǝ)l): A fuel (such as coal, oil, or natural gas) formed in the Earth from plant or animal remains.
fossil fuel
(fä sǝl fyü(ǝ)l): A fuel (such as coal, oil, or natural gas) formed in the Earth from plant or animal remains.
geology
(jē ä lə jē): A science that deals with the history of the Earth and its life, especially as recorded in rocks.
germinate
(jər mə nāt): To cause to sprout or develop.
Global Positioning System (GPS)
(glō bəl pə zi sh(ə-)niŋ si stəm): A navigation system that uses satellite signals to find the location of a radio receiver on or above the Earth’s surface.
gradient
(grā dē ənt): (1) Slope; upward or downward slant or inclination or degree of slant; (2) a continuous graded change in measure, activity, or substance.
grassland
(gras land): Land covered with herbs (like grasses and clover) rather than shrubs and trees.
greenhouse effect
(grēn hau̇s i fekt): A warming of Earth’s surface and the air above it caused by gases in the air that trap energy from the Sun.
groundwater
(grau̇nd wȯ tǝr): Water within the earth, especially that which supplies wells and springs.
habitat
(ha bә tat): The place or environment where a plant or animal naturally or normally lives and grows.
habitat
(ha bә tat): The place or environment where a plant or animal naturally or normally lives and grows.
interpret
(in tər prət): (1) To explain the meaning of; (2) to understand according to one’s own belief or judgment.
invasive
(in vā siv): Tending to spread especially in a quick or aggressive manner, such as a nonnative species growing and dispersing easily, usually to the detriment of native species and ecosystems.
invertebrate
(in vər tə brət or in vər tə brāt): An animal (such as a worm, clam, spider, or butterfly) that lacks a backbone.
mean
(meen): The average in a set of numbers.
nutrient
(nü trē ǝnt): A substance or ingredient that promotes growth, provides energy, and maintains life.
optical
(äp ti kǝl): Of or relating to vision; of, relating to, or using light.
oscillation
(ä sə lā shən): Variation or fluctuation.
periodic
(pir ē ä dik): Occurring at regular intervals.
piedmont
(pēd mänt): An area of land lying at or near the base of a mountain range. In the Eastern United States, the Piedmont area lies between the Appalachian Mountains and the Atlantic coastal plain.
precipitation
(pri si pə tā shən): A deposit on the Earth of hail, mist, rain, sleet, or snow.
preserve
(pri zərv): To keep alive, intact, or free from decay.
sample
(sam pəl): A small subset group, representative of the entire group.
solar radiation
(sō lər rā dē ā shən ): Energy, radiated in the form of waves or particles, that is produced or operated by the action of the Sun’s light or heat.
species
(spē sēz or spē shēz): A category of living things that ranks below a genus, is made up of related individuals able to produce fertile offspring, and is identified by a two-part scientific name.
sustainable
(sǝ stā nǝ bǝl): Of, relating to, or being a method of harvesting or using a resource so that the resource is not used up or permanently damaged.
system
(sis təm): (1) A group of objects or units combined to form a whole and to move or work together; (2) a method of classifying, representing, or arranging.
topography
(tǝ päg rǝ fē): The shape and height and depth of the features of a place.
variable
(ver ē ə bəl): (1) A factor, trait, or condition that can be changed or controlled; (2) a quantity that may assume any one of a set of values.
vegetation
(ve jǝ tā shǝn): Plant life or total plant cover of an area.
weather
(we thǝr): The state of the atmosphere in regard to heat or cold, wetness or dryness, calm or storm, clearness or cloudiness.
weather
(we thǝr): The state of the atmosphere in regard to heat or cold, wetness or dryness, calm or storm, clearness or cloudiness.
wildland fire
(wī(-ə)l(d) land fī(-e)r): A fire that occurs in an area of land that is uncultivated or undeveloped by humans.

Classroom Review Board

Counselors Michael James, Sanjay Rema, and Katie McMichael’s Student Reviewers

Memorial Park Day Camp
Athens, GA

Editorial Review Board Comments

“I like the fact that it is useful for people who love science and it keeps us focused on our planet and why we should help keep it under control.”
“This paragraph is very well written and is easy to understand.”
“This is worthwhile! We need to learn about this….We need to fix this problem soon.”
“I think you should put in a lot more information. Kids want to know how to tell the age of a tree.”
“Great to know but not everyone cares about GPS [global positioning systems] and longitude and latitude. Everybody should care, so spice it up a bit.”
“I enjoy how this [Fire Safety Tips] ties into the article.”
“Great facts but you need some that WOW us!”
“I think you should put the definitions near the words throughout the article.”
“I like how there is a glossary.”
“Cool, sounds like a cool job!”

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Keith Aubry

Wildlife Biologist

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...
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Johnny Boggs

Biological Science

My favorite science experience is having the opportunity to continuously explore how and why our environmental system works the way it does. Growing up as a kid, I used to...
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Peter Brown

Biological Science | Dendrochronologist

My favorite science experience was certainly the earliest I can remember. I grew up on the Navajo Indian Reservation in northern Arizona. When I was in second grade, I rode...
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Diane Delany

When I was a little girl I loved to collect things in nature. I collected rocks, shells, bird nests, and pine cones. I collected them everywhere I went. I would...
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Eileen Helmer

Ecology

I have two favorite science experiences. The first was collecting field data on horseback in Costa Rica after a hurricane caused landslides that blocked most of the roads. The second...
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Emily Heyerdahl

Biological Science | Dendrochronologist

My favorite science experience is solving ecological puzzles about past wildland fires using tree rings. Just as when I was a young woman, I like being outside all summer collecting...
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Louis Iverson

Ecology | Landscape Ecologist

My favorite science experience is finding out new (to me) patterns, trends, or functions of nature. It really is amazing how organisms interact with other organisms and their environment! One...
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Thomas Kitzberger

Biogeographer

My favorite science experience is scouting large unexplored areas in search of evidence of past fires from old trees. It is like time traveling to find an old tree with...
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Stephen Matthews

Landscape Ecologist | Wildlife Ecologist

My favorite science experience is coming up with new research questions based either on my current work or a new area of ecology. Then I like to go out and...
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Kevin McKelvey

Wildlife Ecologist

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...
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Steve McNulty

Ecology

My favorite science experience is when I am analyzing data and learn something that no one else has ever known before. It’s sort of like being the first person to...
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Connie Millar

Climate Ecologist | Ecology

Recently, I had a great science treasure hunt in the wild lands of Nevada. We were looking for the lowest elevation living bristlecone pine. The bristlecone pine is known for...
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Matthew Peters

Geographic Information Systems Analyst

Geographic Information Systems (GIS) Analyst: A Geographic Information System, or GIS, is a system that collects, stores, manages, and presents information that is linked to a specific place on Earth....
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Anantha Prasad

Ecology | Landscape Ecologist

My favorite science experience is combining what I have learned and gaining insights. For example, I like to look at information about climate change, topography, where different plant and animal...
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Dar Roberts

My favorite science experience was climbing a 44-meter tall tower to access tree canopies. I had a $70,000 instrument strapped on me to measure how light changes from the ground...
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Will Summer

Hydrologist

My favorite science experience is being outside during a rainstorm. As a forest hydrologist, I study what happens to water from the time it falls from the sky until it...
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Ge Sun

Hydrologist

My favorite science experience is getting my ideas and study results published in scientific journals. That way, they will be recorded and hopefully used by future generations to understand their...
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Emrys Treasure

My favorite science experience happens almost every day. I learn something new by testing my beliefs about how the natural world works. These are often quite simple observations about the...
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Thomas Veblen

Physical Geographer

My favorite science experience is learning what tree rings can tell us about the history of insect outbreaks on trees.
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Robert Westfall

Geneticist

Dr. Millar and I were searching for pika in a boulder field on Warren Bench, above Mono Lake, California. Pikas are small mammals in the same family as rabbits. We...
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Note To Educators

The Forest Service's Mission

The Forest Service’s mission is to sustain the health, diversity, and productivity of the Nation’s forests and grasslands to meet the needs of present and future generations. For more than 100 years, our motto has been “caring for the land and serving people.” The Forest Service, an agency of the U.S. Department of Agriculture (USDA), recognizes its responsibility to be engaged in efforts to connect youth to nature and to promote the development of science-based conservation education programs and materials nationwide.

What Is the Natural Inquirer?

Natural Inquirer is a science education resource journal to be used by students in grade 6 and up. Natural Inquirer contains articles describing environmental and natural resource research conducted by Forest Service scientists and their cooperators. These scientific journal articles have been reformatted to meet the needs of middle school students. The articles are easy to understand, are aesthetically pleasing to the eye, contain glossaries, and include hands-on activities. The goal of Natural Inquirer is to stimulate critical reading and thinking about scientific inquiry and investigation while teaching about ecology, the natural environment, and natural resources.

Natural Inquirer bee sitting at a desk with paper and pencil

Meet the Scientists

Introduces students to the scientists who did the research. This section may be used in a discussion about careers in science.
What Kinds of Scientist Did This Research?

Introduces students to the scientific disciplines of the scientists who conducted the research.
Thinking About Science

Introduces something new about the scientific process, such as a scientific habit of mind or procedures used in scientific studies.
Thinking About the Environment

Introduces the environmental topic being addressed in the research.
Introduction

Introduces the problem or question that the research addresses.
Method

Describes the method the scientists used to collect and analyze their data.
Findings & Discussion

Describes the results of the analysis. Addresses the findings and places them into the context of the original problem or question.
Reflection Section

Presents questions aimed at stimulating critical thinking about what has been read or predicting what might be presented in the next section. These questions are placed at the end of each of the main article sections.
Number Crunches

Presents an easy math problem related to the research.
Glossary

Defines potentially new scientific or other terms to students. The first occurrence of a glossary word is bold in the text.
Citation

Gives the original article citation with an internet link to the original article.
FACTivity

Presents a hands-on activity that emphasizes something presented in the article.

Science Education Standards

You will find a listing of education standards which are addressed by each article at the back of each publication and on our website.

We Welcome Feedback

Contact

Jessica Nickelsen
Director, Natural Inquirer program
Email

Contact us here.

Lessons

Give each student or group a copy of the THIEVES chart reproduced at the end of the lesson plan PDF. You may either write the questions on the board, or...
Lesson Plan – THIEVES Chart Guided Reading
Give each student or group a copy of the THIEVES chart reproduced at the end of the lesson plan PDF. You may either write the questions on the board, or...
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Explore Lesson Plan Download Lesson Plan (PDF)

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Natural Inquirer - Vol. 14 No. 1

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Natural Inquirer – Vol. 14 No. 1

Highlights

Glossary

algorithm

annual

aquatic

archaeology

average

average

biomass

carbon dioxide

carbon dioxide

climate

conserve

core

cyclical

data

database

defecate

dendrochronologist

dispersal

drought

drought

ecosystem

efficient

elevation

emit

flume

forest manager

forest manager

fossil fuel

fossil fuel

geology

germinate

Global Positioning System (GPS)

gradient

grassland

greenhouse effect

groundwater

habitat

habitat

interpret

invasive

invertebrate

mean

nutrient

optical

oscillation

periodic

piedmont

precipitation

preserve

sample

solar radiation

species

sustainable

system

topography

variable

vegetation

weather

weather

wildland fire

Classroom Review Board

Counselors Michael James, Sanjay Rema, and Katie McMichael’s Student Reviewers

Editorial Review Board Comments

Keith Aubry

Johnny Boggs

Peter Brown

Diane Delany

Eileen Helmer

Emily Heyerdahl

Louis Iverson

Thomas Kitzberger