Rocky Mountain – Vol. 2 No. 1
Having you ever been to the Rocky Mountains? The Rocky Mountain region of the United States is famous for its mountains, outdoor recreation, and wildlife. This journal focuses on research that improves scientists’ understanding of the Rocky Mountain region.
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Highlights
- 7 Articles
- 15 Activities
- Glossary
- 7 Scientists
- Available in English and Spanish
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In recent years, populations of quaking aspen have been in decline in the Western United States. Stands of aspen are now mixed with conifer trees. Each year, fewer aspen-dominated stands...Quaking in their Roots: The Decline of the Quaking Aspen
In recent years, populations of quaking aspen have been in decline in the Western United States. Stands of aspen are now mixed with conifer trees. Each year, fewer aspen-dominated stands... -
In the Western United States, shallow rocky soils and a dry climate often make it hard for new trees to grow in areas that have been harvested of older trees....Are We Having Fungi Yet? Helping Young Trees Grow
In the Western United States, shallow rocky soils and a dry climate often make it hard for new trees to grow in areas that have been harvested of older trees.... -
When people go hiking or camping in back country or wilderness areas, they almost always impact the natural environment in some way. When people use the back country, they sometimes...Quit Yer Horsin’ Around! The Effects of Trampling on Vegetation in Montana
When people go hiking or camping in back country or wilderness areas, they almost always impact the natural environment in some way. When people use the back country, they sometimes... -
Sunlight is the source of energy for plants, which create food through photosynthesis. Photosynthesis occurs in the foliage, or the green leaves or needles, of a plant. The amount of...Finding Ways to Soak Up the Rays: Lodgepole Pine Adaptation to Different Environmental Conditions
Sunlight is the source of energy for plants, which create food through photosynthesis. Photosynthesis occurs in the foliage, or the green leaves or needles, of a plant. The amount of... -
In many places where martens live, trees are harvested for wood products, leaving martens with an environment very different from the forested one they prefer. When tree harvesting occurs, the...There Goes the Neighborhood: The Disruption of American Marten Habitat
In many places where martens live, trees are harvested for wood products, leaving martens with an environment very different from the forested one they prefer. When tree harvesting occurs, the... -
Do you know anyone who has gone snow skiing or snowboarding in the past year? Over the past 30 years, outdoor activities like skiing have been growing in popularity, with...Slip Sliding Away: Who Goes Skiing and Snowboarding in America?
Do you know anyone who has gone snow skiing or snowboarding in the past year? Over the past 30 years, outdoor activities like skiing have been growing in popularity, with... -
When humans divert water from mountain streams, there is less water in the streams at certain times. The scientist in this study wanted to know whether stream channels are changed...Go With The Flow! Are Mountain Stream Channels Shaped by Flood and Drought?
When humans divert water from mountain streams, there is less water in the streams at certain times. The scientist in this study wanted to know whether stream channels are changed...
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In this FACTivity, you will examine the rings on a cross-section of a tree trunk. Can you determine how old the tree is and what growing conditions it experienced? Then...FACTivity – Quaking in Their Roots
In this FACTivity, you will examine the rings on a cross-section of a tree trunk. Can you determine how old the tree is and what growing conditions it experienced? Then... -
Test your knowledge about biodiversity, ecosystems, and conifers.Word Search – Quaking in Their Roots
Test your knowledge about biodiversity, ecosystems, and conifers. -
In this FACTivity, you will compare and contrast sterilized potting soil with soil samples taken from the woods, a garden, or a yard or field. As an extension activity, you...FACTivity – Are We Having Fungi Yet?
In this FACTivity, you will compare and contrast sterilized potting soil with soil samples taken from the woods, a garden, or a yard or field. As an extension activity, you... -
Test your knowledge about native organisms, fungicide, and timber.Word Search – Are We Having Fungi Yet?
Test your knowledge about native organisms, fungicide, and timber. -
In this FACTivity, you will determine whether trampling has an effect on plants by simulating different conditions. Materials: Four shoeboxes or similarly sized boxes, lined with plastic Four squares of...FACTivity – Quit Yer Horsin’ Around!
In this FACTivity, you will determine whether trampling has an effect on plants by simulating different conditions. Materials: Four shoeboxes or similarly sized boxes, lined with plastic Four squares of... -
Test your knowledge on vegetative cover, control groups, and erosion.Word Search – Quit Yer Horsin’ Around
Test your knowledge on vegetative cover, control groups, and erosion. -
In this set of two FACTivities, you will first compare a cactus, a fern, and another plant you select to determine how the plants are adapted to their native environments....FACTivity – Finding Ways to Soak Up the Rays
In this set of two FACTivities, you will first compare a cactus, a fern, and another plant you select to determine how the plants are adapted to their native environments.... -
Test your knowledge on photosynthesis, biomass, and elevation.Word Search – Finding Ways to Soak Up the Rays
Test your knowledge on photosynthesis, biomass, and elevation. -
In this FACTivity, you will collect five soil samples, each from a different area, and compare them. Materials: Five shoeboxes or other small containers, lined with plastic A trowel or...FACTivity – There Goes the Neighborhood
In this FACTivity, you will collect five soil samples, each from a different area, and compare them. Materials: Five shoeboxes or other small containers, lined with plastic A trowel or... -
Test your knowledge on fragmentation, population density, and habitats.Word Search – There Goes the Neighborhood
Test your knowledge on fragmentation, population density, and habitats. -
In this FACTivity, you are going to discover whether a sample of your class can represent the whole class. You will conduct a short survey about recreational activities and compare...FACTivity – Slip Sliding Away
In this FACTivity, you are going to discover whether a sample of your class can represent the whole class. You will conduct a short survey about recreational activities and compare... -
Test your knowledge on natural resources, outdoors recreation, and sample size.Word Search – Slip Sliding Away
Test your knowledge on natural resources, outdoors recreation, and sample size. -
When vegetation near streams and rivers is disturbed or removed, it can no longer hold the soil in place. When this happens, soil may flow into streams and rivers. What...FACTivity – Go With the Flow!
When vegetation near streams and rivers is disturbed or removed, it can no longer hold the soil in place. When this happens, soil may flow into streams and rivers. What... -
Test your knowledge on diversion dams, reservoirs, and water channels.Word Search – Go With the Flow
Test your knowledge on diversion dams, reservoirs, and water channels.
Glossary
View All GlossaryClassroom Review Board
Penny Stone’s 6th Grade Class
- Bennion Elementary School
- Salt Lake City, UT
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Dale Bartos
“I like being a scientist because I enjoy working with natural systems and attempting to understand how they function. I am able to communicate this information to the land managers...View Profile -
David Cole
I like being a scientist because I get to exercise my curiosity and discover things that might help make the world a better place.View Profile -
Ken Cordell
“I like my work and working for the Forest Service very much. My work as a scientist involves studying how people relate to the natural world and what they like...View Profile -
Christina Hargis
I like being a scientist because I get to find out new things about the world that nobody else has discovered. Usually the things I discover are very small facts,...View Profile -
Debbie Page-Dumroese
I like being a scientist because I love learning about how different soils grow unique forest plants and fungi, and I like working on ways to continue harvesting timber without...View Profile -
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Anna Schoettle
“I like being a scientist because it is fun to ask questions, solve problems, and discover new information about plants and ecosystems.” “My favorite science experience is exploring the relationships...View Profile
Standards addressed in this Journal:
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ESS2.C-M1
Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
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ESS2.C-M3
Global movements of water and its changes in form are propelled by sunlight and gravity.
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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.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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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-M4
Models of all kinds are important for testing solutions.
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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.B-M3
Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
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LS1.B-M4
Genetic factors as well as local conditions affect the growth of the adult plant.
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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.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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Cite specific textual evidence to support analysis of science and technical texts.
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By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
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Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
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Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
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Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
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Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
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Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
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Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
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Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
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People, Places, and Environments
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Science, Technology, and Society
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Time, Continuity, and Change
What Is a Natural Inquirer Journal?
A Natural Inquirer journal is a collection of 4-8 articles on a related science topic. Journals are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students. Some journals are particularly suited to high school students; you can find our grade level recommendations in the tags on the product page or by filtering journals by grade level.
Journals include:
- Four to eight articles based on published, peer-reviewed research papers; the articles keep the research paper format (see more below) but are written in language students can understand.
- A FACTivity for each article, which is an activity to complete after reading the article. The FACTivity helps reinforce major science concepts from the article. These activities are designed to be easy to implement, with few material requirements and options for adapting them for your audience or available resources. Some articles in a journal may have two FACTivities.
- A short “Welcome to the journal” article about key background information and science concepts that unify the articles included in the journal
- A glossary of new terms for each article and the introductory materials.
- A list of related Natural Inquirer publications for each article as well as outside references.
- Standards correlations, including Next Generation Science Standards, addressed in the articles and the FACTivities.
Journals may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.
Reading Modes
Journals are available in three different formats:
- Hard copies can be ordered from the website and shipped, all free of charge.
- PDF versions of the printed journal can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version. You can also download individual articles as pdfs.
- The “Read Distraction Free” option allows the individual articles to open in their own window, without the rest of the website being visible. These articles can be found under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and Number Crunches. Students can enter their answers, submit them, and then receive the correct answers to double-check their work. Submitted answers are not saved on the website and will disappear once the window is closed.
What's in a Natural Inquirer Article?
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Meet the Scientists
This section introduces the scientists (and others) who worked on the study. In their own words, they each share a memorable science experience, a favorite research project, or something they learned during the course of their education or research.
Use this section to:
- Introduce kids to the variety of people who work in science
- Introduce kids to the variety of scientific fields and give brief descriptions of science-related jobs
- Explore ways that people interact with science every day
Next Generation Science Standards (NGSS) applications:
- Science and Engineering Practices
- Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World
Note that specific standards for this particular 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 read a Natural Inquirer article and write a letter to the scientist, asking for clarification on at least four questions. Note: This lesson plan...Lesson Plan – Write A Scientist
In this lesson plan, students will read a Natural Inquirer article and write a letter to the scientist, asking for clarification on at least four questions. Note: This lesson plan... -
The goal of this lesson plan is to help students identify key concepts and develop their own interpretations of what they read. It includes 42 open-ended questions for them to...Lesson Plan – Questions Only
The goal of this lesson plan is to help students identify key concepts and develop their own interpretations of what they read. It includes 42 open-ended questions for them to... -
Students create a chart to write what they know before reading, what they think they will learn from the article, and then what they learned from the article. This lesson...Lesson Plan – K-W-L
Students create a chart to write what they know before reading, what they think they will learn from the article, and then what they learned from the article. This lesson...
Related Resources from The Natural Inquirer
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Having you ever been to the Rocky Mountains? The Rocky Mountain region of the United States is famous for its mountains, outdoor recreation, and wildlife. This journal focuses on research...Rocky Mountain – Spanish
Having you ever been to the Rocky Mountains? The Rocky Mountain region of the United States is famous for its mountains, outdoor recreation, and wildlife. This journal focuses on research...
Additional Resources
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USDA Forest Service: Rocky Mountain Research Station
The Rocky Mountain Research Station works at the forefront of science to improve the health and use of our Nation's forests and grasslands.Visit Website -
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.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