Spring 1999 – Vol. 1 No. 2
In the Spring 1999 edition, learn about a variety of topics from the Southern Research Station as well as types of study design. Topics include the impact of black seed rot on slash pines, the value of whitewater rafting, and the reproduction of fungi to name a few.
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Highlights
- 7 Articles
- 15 Activities
- Glossary Terms
- Available in English and Spanish
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Just like you and me, trees can get sick. This can happen in many different ways. One way trees become ill is through an infestation of insects or fungi. This...The Sick Seeds: Black Seed Rot and Slash Pines
Just like you and me, trees can get sick. This can happen in many different ways. One way trees become ill is through an infestation of insects or fungi. This... -
People have many different kinds of values. They might value their family, home, and country, as well as their favorite t-shirt or place to play. Many kinds of activities are done outside, such...Whitewater Rafting Measures Up! The Value of Guided Rafting on Southern Rivers
People have many different kinds of values. They might value their family, home, and country, as well as their favorite t-shirt or place to play. Many kinds of activities are done outside, such... -
Fungi are very distinct among the plant and animal kingdoms. They are neither plant nor animal. Since they do not contain chlorophyll, they cannot be considered plants. When the environment is favorable, the...Spores Galore! A Look into the World of Fungi & How They Reproduce
Fungi are very distinct among the plant and animal kingdoms. They are neither plant nor animal. Since they do not contain chlorophyll, they cannot be considered plants. When the environment is favorable, the... -
We need trees for many important activities. Trees reduce soil erosion, reduce noise, lower temperatures, and provide habitat for animals. Trees also provide wood and paper products, such as lumber,...There’s a Fungus Among Us! Developing Fusiform Rust-Resistant Loblolly & Slash Pines
We need trees for many important activities. Trees reduce soil erosion, reduce noise, lower temperatures, and provide habitat for animals. Trees also provide wood and paper products, such as lumber,... -
Fusiform Rust Disease is one of the most destructive diseases to pine forests in the southeastern United States. Research on Fusiform Rust Disease has progressed over the years. There is...
Controlling the Rust Is a Must! Detection of a Major Gene for Rust Resistance to Fusiform Rust Disease
Fusiform Rust Disease is one of the most destructive diseases to pine forests in the southeastern United States. Research on Fusiform Rust Disease has progressed over the years. There is... -
National forests, parks, and other wildland areas are provided by state and federal governments for the use and enjoyment of all Americans. Not all people, however, use these areas for outdoor recreation. When...
Lions and Tigers and Bears–Oh My! Understanding Wildland Visitation
National forests, parks, and other wildland areas are provided by state and federal governments for the use and enjoyment of all Americans. Not all people, however, use these areas for outdoor recreation. When... -
Lumber is an important product from trees. When two countries export goods to one another, international policies may exist to prevent the spread of destructive organisms that live in the...Goodbye Nematodes! Heat-Treating Southern Pine Lumber
Lumber is an important product from trees. When two countries export goods to one another, international policies may exist to prevent the spread of destructive organisms that live in the...
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Test your knowledge about fungi, seed germination, and research design with this word search.Word Search – The Sick Seeds
Test your knowledge about fungi, seed germination, and research design with this word search. -
Test your knowledge about economics and recreation with a word search.Word Search – Whitewater Rafting Measures Up
Test your knowledge about economics and recreation with a word search. -
Test your knowledge of fungi and spores with a word search.Word Search – Spores Galore!
Test your knowledge of fungi and spores with a word search. -
Test your knowledge about Fusiform Rust Disease and inoculation with a word search.Word Search – There’s a Fungus Among Us!
Test your knowledge about Fusiform Rust Disease and inoculation with a word search. -
Test your knowledge of genetics and fungi with a word search.Word Search – Controlling the Rust Is a Must!
Test your knowledge of genetics and fungi with a word search. -
Test your knowledge about outdoor recreation, wildlands, and social science with a word search.Word Search – Lions and Tigers and Bears–Oh My!
Test your knowledge about outdoor recreation, wildlands, and social science with a word search. -
Test your knowledge of the lumber industry and nematodes with a word search.Word Search – Goodbye Nematodes
Test your knowledge of the lumber industry and nematodes with a word search.
Glossary
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Michael Bowker
One of the great joys I receive from being a scientist has been seeing both of my children pursue science degrees in college. My favorite science experience was working on...View Profile -
David Dwinell
As a researcher, I can pursue my own scientific curiosity. I can have an idea and then design an experiment to test its validity. I find it highly gratifying to...View Profile -
Stephen Fraedrich
I greatly enjoy my work as a research scientist with the Forest Service. As a Plant Pathologist I have been able to conduct research on disease problems that affect production...View Profile -
Cassandra Johnson Gaither
My most memorable research experience was conducting interviews with rural residents living near the Francis Marion National Forest in South Carolina and asking them about how urban development might change...View Profile -
George Kuhlman
View Profile -
Harry Powers
I have always enjoyed working in the forests and fields. In taking the results of our studies on developing disease resistant pines, I get the bonus of being able to...View Profile -
Paula Spaine
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Standards addressed in this Journal:
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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.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-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-M1
Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.
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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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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.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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LS3.A-M1
Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits.
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LS3.A-M2
Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.
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LS3.B-M1
In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
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LS3.B-M2
In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism.
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LS4.B-M1
Natural selection leads to the predominance of certain traits in a population, and the suppression of others.
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LS4.B-M2
In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring.
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LS4.C-M1
Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.
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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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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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Production, Distribution, and Consumption
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Science, Technology, and Society
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Time, Continuity, and Change
What Is a Natural Inquirer Journal?
A Natural Inquirer journal is a collection of 4-8 articles on a related science topic. Journals are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students. Some journals are particularly suited to high school students; you can find our grade level recommendations in the tags on the product page or by filtering journals by grade level.
Journals include:
- Four to eight articles based on published, peer-reviewed research papers; the articles keep the research paper format (see more below) but are written in language students can understand.
- A FACTivity for each article, which is an activity to complete after reading the article. The FACTivity helps reinforce major science concepts from the article. These activities are designed to be easy to implement, with few material requirements and options for adapting them for your audience or available resources. Some articles in a journal may have two FACTivities.
- A short “Welcome to the journal” article about key background information and science concepts that unify the articles included in the journal
- A glossary of new terms for each article and the introductory materials.
- A list of related Natural Inquirer publications for each article as well as outside references.
- Standards correlations, including Next Generation Science Standards, addressed in the articles and the FACTivities.
Journals may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.
Reading Modes
Journals are available in three different formats:
- Hard copies can be ordered from the website and shipped, all free of charge.
- PDF versions of the printed journal can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version. You can also download individual articles as pdfs.
- The “Read Distraction Free” option allows the individual articles to open in their own window, without the rest of the website being visible. These articles can be found under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and Number Crunches. Students can enter their answers, submit them, and then receive the correct answers to double-check their work. Submitted answers are not saved on the website and will disappear once the window is closed.
What's in a Natural Inquirer Article?
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Meet the Scientists
This section introduces the scientists (and others) who worked on the study. In their own words, they each share a memorable science experience, a favorite research project, or something they learned during the course of their education or research.
Use this section to:
- Introduce kids to the variety of people who work in science
- Introduce kids to the variety of scientific fields and give brief descriptions of science-related jobs
- Explore ways that people interact with science every day
Next Generation Science Standards (NGSS) applications:
- Science and Engineering Practices
- Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World
Note that specific standards for this particular 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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In the Spring 1999 edition, learn about a variety of topics from the Southern Research Station as well as types of study design. Topics include the impact of black seed...Spring 1999 – Spanish
In the Spring 1999 edition, learn about a variety of topics from the Southern Research Station as well as types of study design. Topics include the impact of black seed...
Additional Resources
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Smithsonian: Slash Pine
The Indian River Lagoon Species Inventory is a dynamic and growing research resource and ecological encyclopedia that documents the biodiversity of the 156-mile-long estuary system along Florida’s Atlantic coast. The Indian River Lagoon Species Inventory is a partner initiative of the Smithsonian Marine Station at Fort Pierce and the Indian River Lagoon National Estuary Program. Explore their entry on slash pines (Pinus elliottii).Visit Website -
Forest Service Fire Effects Information System: Slash Pine (Pinus elliottii)
Read an index of species information about slash pines, especially their relationship to fire. The Fire Effects Information System (FEIS) is an online collection of reviews of the scientific literature about fire effects on plants and animals and about fire regimes of plant communities in the United States. FEIS reviews are based on thorough literature searches, often supplemented with insights from field scientists and managers. FEIS is produced by the Forest Service.Visit Website -
USDA Forest Service: Southern Research Station
Browse research focused on southern forests and the many products, services, and benefits they provide. Some of the Southern Research Station's research priorities include fire, water, products and markets, restoration, and forest health.Visit Website