Olympic Winter Games – Vol. 2 No. 2
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This edition is full of information on the natural environment that we call the Rocky Mountains. In this Natural Inquirer, you will learn how father owls feed their young, the dangers that songbirds sometimes face, and how beetles stay warm during the winter. Find out how avalanches are formed, whether trout always pick the same place to swim in a stream, and how a computer can be used to predict soil erosion!
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Highlights
- 8 Articles
- 17 Activities
- Glossary
- Available in English or Spanish
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Mountain pine beetles are important to the Western United States. They have a very special life cycle that includes staying “supercool,” or dormant, for most of their lives. The scientists...Beetles Are Supercool! Understanding the Life Cycle of Mountain Pine Beetles
Mountain pine beetles are important to the Western United States. They have a very special life cycle that includes staying “supercool,” or dormant, for most of their lives. The scientists... -
Until the early 1950s, people mined copper, gold, and silver in the Beartooth Mountains in Montana. During mining operations, the soil near the surface was removed before the minerals were...Let Nature Take Its Course: Helping the Environment Take Care of Itself
Until the early 1950s, people mined copper, gold, and silver in the Beartooth Mountains in Montana. During mining operations, the soil near the surface was removed before the minerals were... -
One job of wilderness managers is to teach people how to behave when they visit a wilderness area. One of the ways students learn about how to behave when they...What Is the Impact of the Impact Monster? Evaluating Environmental Education Programs
One job of wilderness managers is to teach people how to behave when they visit a wilderness area. One of the ways students learn about how to behave when they... -
Soil erosion and sedimentation reduce the diversity of the natural environment. When soil is eroded and sedimentation occurs, important nutrients are carried away from the soil. The scientists in this...Should Ditches be Graded? Testing Unpaved Roads with a Computer Program
Soil erosion and sedimentation reduce the diversity of the natural environment. When soil is eroded and sedimentation occurs, important nutrients are carried away from the soil. The scientists in this... -
Some scientists think that wildlife is mostly dependent on the immediate natural area in which it lives. The scientist in this study was interested in exploring this idea because she...Goldifinch and the Three Scales: Investigating Songbird Habitats Near Rivers
Some scientists think that wildlife is mostly dependent on the immediate natural area in which it lives. The scientist in this study was interested in exploring this idea because she... -
Cutthroat trout are a type of salmon. The scientists in this study wanted to find out if cutthroat trout behave like other salmonids. Other salmonids had been found to swim...Big Fish in a Small Pool: Habitat Preferences of Cutthroat Trout
Cutthroat trout are a type of salmon. The scientists in this study wanted to find out if cutthroat trout behave like other salmonids. Other salmonids had been found to swim... -
When pairs of flammulated owls get ready to reproduce, they must find a place to build their nest. They need a location convenient to a food supply suitable for baby...Turn that Radio Down! Tracking the Busy Life of Flammulated Owl Dads
When pairs of flammulated owls get ready to reproduce, they must find a place to build their nest. They need a location convenient to a food supply suitable for baby... -
Slab avalanches are the most dangerous kind of avalanche. A slab is a layer of new snow sitting on top of a layer of snow, called a weak layer. Scientists...Excuse Me While I Flow My Snows: What Makes An Avalanche Happen?
Slab avalanches are the most dangerous kind of avalanche. A slab is a layer of new snow sitting on top of a layer of snow, called a weak layer. Scientists...
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In this FACtivity, we are going to get to know beetles close up! You will catch and release beetles from your schoolyard, home yard, or elsewhere and make observations about...FACTivity – Beetles Are Supercool
In this FACtivity, we are going to get to know beetles close up! You will catch and release beetles from your schoolyard, home yard, or elsewhere and make observations about... -
After reading “Beetles Are Supercool!,” see if you can complete this word search with the article’s glossary terms.Word Search – Beetles Are Supercool!
After reading “Beetles Are Supercool!,” see if you can complete this word search with the article’s glossary terms. -
In this FACTivity, you will compare two different kinds of soil. Materials: Two shallow cardboard boxes (about 16″ long) Two different soil samples that fit inside the cardboard boxes, one...FACTivity – Let Nature Take Its Course
In this FACTivity, you will compare two different kinds of soil. Materials: Two shallow cardboard boxes (about 16″ long) Two different soil samples that fit inside the cardboard boxes, one... -
After reading “Let Nature Take Its Course,” try to complete this word search using glossary terms from the article.Word Search – Let Nature Take Its Course
After reading “Let Nature Take Its Course,” try to complete this word search using glossary terms from the article. -
In this FACTivity, you will conduct your own evaluation of an educational resource – a Natural Inquirer (or Investi-gator) article! You will tabulate the results of your survey and create...FACTivity – What Is the Impact of the Impact Monster?
In this FACTivity, you will conduct your own evaluation of an educational resource – a Natural Inquirer (or Investi-gator) article! You will tabulate the results of your survey and create... -
After reading “What Is the Impact of the Impact Monster?,” test what you learned with a word search.Word Search – What Is the Impact of the Impact Monster?
After reading “What Is the Impact of the Impact Monster?,” test what you learned with a word search. -
In this FACTivity, you will build an insloping road to test your own model of erosion. Materials: Two large cardboard boxes with lid flaps removed (around 30 inches square and...FACTivity – Should Ditches Be Graded?
In this FACTivity, you will build an insloping road to test your own model of erosion. Materials: Two large cardboard boxes with lid flaps removed (around 30 inches square and... -
To better understand songbird habitat, Dr. Saab wanted to look at the big picture. In this FACTivity, we are going to make observations at different scales, just like Dr. Saab....FACTivity – Goldifinch and the Three Scales
To better understand songbird habitat, Dr. Saab wanted to look at the big picture. In this FACTivity, we are going to make observations at different scales, just like Dr. Saab.... -
After reading “Goldifinch and the Three Scales,” test your knowledge with a word search.Word Search – Goldifinch and the Three Scales
After reading “Goldifinch and the Three Scales,” test your knowledge with a word search. -
In this FACTivity, you will learn how to improve your observation skills and think about how scientists use observation. In order to learn about trout habitat, the scientists in this...FACTivity – Big Fish in a Small Pool
In this FACTivity, you will learn how to improve your observation skills and think about how scientists use observation. In order to learn about trout habitat, the scientists in this... -
After reading “Big Fish in a Small Pool,” test your understanding with a word search.Word Search – Big Fish in a Small Pool
After reading “Big Fish in a Small Pool,” test your understanding with a word search. -
In this FACTivity, you will create a concept map to show what you’ve learned about flammulated owls and their habitat needs. Materials: Paper Writing utensilFACTivity – Turn That Radio Down!
In this FACTivity, you will create a concept map to show what you’ve learned about flammulated owls and their habitat needs. Materials: Paper Writing utensil -
After reading “Turn That Radio Down!,” test your understanding with this word search.Word Search – Turn That Radio Down!
After reading “Turn That Radio Down!,” test your understanding with this word search. -
In this FACTivity students will perform an experiment with a cardboard box, packing peanuts and thermometers. They will determine the different temperatures between outside the box, inside the box, and...FACTivity – Excuse Me Why I Flow My Snows
In this FACTivity students will perform an experiment with a cardboard box, packing peanuts and thermometers. They will determine the different temperatures between outside the box, inside the box, and... -
After reading “Excuse Me While I Flow My Snows,” try this word search to test what you’ve learned.Word Search – Excuse Me While I Flow My Snows
After reading “Excuse Me While I Flow My Snows,” try this word search to test what you’ve learned. -
Olympic Game Edition - Who or What Am I? After reading the Olympic Winter Games edition of Natural Inquirer, see if you can answer these riddles!
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Use this modified game of tag to illustrate the spread of an invasive species that has no natural predators in its new ecosystem. No equipment required.Activity – “Kid-zu” Spreading
Use this modified game of tag to illustrate the spread of an invasive species that has no natural predators in its new ecosystem. No equipment required.
Glossary
View All GlossaryClassroom Review Board
Mr. Thomas Williamson’s 5th Grade Class
- Thomas W. Baachus Elementary School
- Kearns, UT
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Barbara Bentz
I like being a scientist because I enjoy the art of discovery. I became interested in natural resources when I was a young child, traveling and camping with my family.View Profile -
Karl Birkeland
I like being a scientist because I get to play detective. I search for answers to avalanche problems faced by people who work and play in the mountains. I became...View Profile -
Ray Brown
I like being a scientist because it allows me to follow my passion of learning how nature works and how we interact with nature. I became interested in natural resources...View Profile -
Bill Hendricks
I like being a scientist because I can uncover answers to complex questions. I became interested in natural resources as a child when my family spent time in a park...View Profile -
Brian Linkhart
I like being a scientist because it’s exciting discovering new things about unusual animals and trying to understand the needs of animals so that we may help ensure their survival...View Profile -
Jesse Logan
I like being a scientist because of the excitement of learning new things and the rewards of being creative. I became interested in natural resources as a young boy enjoying...View Profile -
Victoria Saab
I like being a scientist because it is exciting to discover new information about our natural world and to solve problems that will help save animals and plants from extinction....View Profile -
Laurie Tysdal
I like being a scientist because I learned the building blocks of how things work in the natural world around us. Now I can figure out new things on my...View Profile -
Alan Watson
“I like being a scientist because I’m helping to keep something special for future Americans. I became interested in natural resources when I was a kid and my family used...View Profile -
Michael Young
I like being a scientist because I am fascinated by the natural world. I enjoy the process of discovery, and I want to make sure we conserve wild creatures and...View Profile
Standards addressed in this Journal:
The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
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ESS2.A-M2
The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
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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-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.
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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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ESS2.D-M2
Because these patterns are so complex, weather can only be predicted probabilistically.
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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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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-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-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.A-M2
Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.
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LS1.A-M3
In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.
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LS1.B-M1
Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.
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LS1.B-M2
Animals engage in characteristic behaviors that increase the odds of reproduction.
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LS1.C-M1
Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
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LS1.C-M2
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
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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.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.
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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-M5
Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).
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PS1.A-M6
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.
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PS3.D-M1
The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
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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.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
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Civic Ideals and Practices
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Individuals, Groups, and Institutions
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People, Places, and Environments
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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?
Here, we'll go into more detail about the parts of a Natural Inquirer article and give you some ideas about how they can be used.
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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 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
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In this lesson plan, students will complete a guided reading of a Natural Inquirer article and then will evaluate the impacts of the scientists’ research on their own behaviors. This...Lesson Plan – Guided Reading and Implications
In this lesson plan, students will complete a guided reading of a Natural Inquirer article and then will evaluate the impacts of the scientists’ research on their own behaviors. This... -
Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.Lesson Plan – Venn Diagram
Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article. -
In this lesson plan, students will complete a guided reading activity while reading their chosen article. As they read, they will complete a double-entry graphic organizer where they will note...Lesson Plan – Haikus
In this lesson plan, students will complete a guided reading activity while reading their chosen article. As they read, they will complete a double-entry graphic organizer where they will note...
Related Resources from The Natural Inquirer
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This edition is full of information on the natural environment that we call the Rocky Mountains. In this Natural Inquirer, you will learn how father owls feed their young, the...Olympic Winter Games – Spanish
This edition is full of information on the natural environment that we call the Rocky Mountains. In this Natural Inquirer, you will learn how father owls feed their young, the...
Additional Resources
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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