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  • The Woodsy Owl Edition – Vol. 1 No. 22
The cover for the Natural Inquirer Woodsy Owl Edition: Lend a Hand - Care for the Land! The main image is a photograph of a park ranger and a kid next to a stream holding small nets.
A sample page from an article in the Woodsy Owl Journal.
A sample Meet the Scientists page from the Woodsy Owl Journal.
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The Woodsy Owl Edition – Vol. 1 No. 22

  • Journal
  • Middle School
  • Carbon
  • Climate
  • Engineering and Forest Products
  • Recreation
  • Social Science
  • Wildlife
  • Carbon pricing
  • Climate Change
  • Ecosystem Services
  • Forest Landowners
  • Habitat
  • Mexican Spotted Owl
  • Pacific fisher
  • Recreation
  • Species of conservation concern
  • Urban parks
The cover for the Natural Inquirer Woodsy Owl Edition: Lend a Hand - Care for the Land! The main image is a photograph of a park ranger and a kid next to a stream holding small nets.
A sample page from an article in the Woodsy Owl Journal.
A sample Meet the Scientists page from the Woodsy Owl Journal.
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The Woodsy Owl edition examines research on a variety of topics including how climate change affects owls in the Southwest, research on visitors to natural and landscaped areas in urban parks, how scientists identify characteristics of fisher habitats, and how forest planting decisions affect wildlife habitat for certain species. This journal also features sections where Woodsy Owl will share some ways that you can “Lend a Hand” and “Care for the Land.” You and your students can be a part of conserving our natural resources, protecting our environment, and enjoying all that nature has to offer!

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Highlights

  • Woodsy Owl Connections
  • 4 Articles
  • 6 Activities
  • 18 Scientists
  • Glossary
  • Scientists investigated what might happen to Mexican spotted owls as the air temperature continues to rise in a changing climate. The scientist wanted to know how warmer air temperatures might...

    Owl-ch! – How a Changing Climate Might Affect Mexican Spotted Owls

    • Article
    • Middle School
    • 1 Classroom Period
    • Climate
    • Wildlife
    • Adaptation
    • Air Temperature
    • Habitat
    • Metabolic Rate
    • Mexican Spotted Owl
    • Sacramento Mountains
    • Thermalneutral Zone
    • Water Loss
    Scientists investigated what might happen to Mexican spotted owls as the air temperature continues to rise in a changing climate. The scientist wanted to know how warmer air temperatures might...
    Explore Article Download Article (PDF) Read Distraction Free
    Explore Article Download Article (PDF) Read Distraction Free

    Part Of

    The Woodsy Owl Edition - Vol. 1 No. 22

  • The scientists in this study wanted to know three things: (1) Do visitors’ activities and reasons for using urban parks vary between landscaped and natural areas of New York City...

    Where the Sidewalk Ends – Visitor Use of Natural and Landscaped Areas in Urban Parks

    • Article
    • Middle School
    • 1 Classroom Period
    • Recreation
    • Social Science
    • Wilderness
    • Human Uses
    • Inclusion
    • Interview
    • Nature health benefits
    • Random Sample
    • Safety
    • Survey
    • Urban parks
    The scientists in this study wanted to know three things: (1) Do visitors’ activities and reasons for using urban parks vary between landscaped and natural areas of New York City...
    Explore Article Download Article (PDF) Read Distraction Free
    Explore Article Download Article (PDF) Read Distraction Free

    Part Of

    The Woodsy Owl Edition - Vol. 1 No. 22

  • The scientists in this study were interested in figuring out which landscape characteristics were more abundant in the core areas of fisher habitat. They hypothesized that the core area would...

    Fish-ing Around – Discovering the Habitat Needs of the Pacific Fisher

    • Article
    • Middle School
    • 1 Classroom Period
    • Wildlife
    • Canopy Cover
    • Forest management
    • Habitat
    • Land Use
    • Pacific fisher
    • Species of conservation concern
    The scientists in this study were interested in figuring out which landscape characteristics were more abundant in the core areas of fisher habitat. They hypothesized that the core area would...
    Explore Article Download Article (PDF) Read Distraction Free
    Explore Article Download Article (PDF) Read Distraction Free

    Part Of

    The Woodsy Owl Edition - Vol. 1 No. 22

  • The scientists in this study were interested in exploring how the environmental conditions for wildlife species might change as landowners make decisions about replanting trees after harvesting. The scientists know...

    Which Wood You Choose? – Forest Landowners’ Selection of Trees for Planting Forests Can Have Different Outcomes

    • Article
    • Middle School
    • 1 Classroom Period
    • Carbon
    • Climate
    • Engineering and Forest Products
    • Wildlife
    • Carbon pricing
    • Carbon Sequestration
    • Climate Change
    • Conifers
    • Habitat
    • Hardwoods
    • Species of conservation concern
    The scientists in this study were interested in exploring how the environmental conditions for wildlife species might change as landowners make decisions about replanting trees after harvesting. The scientists know...
    Explore Article Download Article (PDF) Read Distraction Free
    Explore Article Download Article (PDF) Read Distraction Free

    Part Of

    The Woodsy Owl Edition - Vol. 1 No. 22

  • As you have learned in “Owl-ch!,” humans are endotherms who, like other mammals and birds, must maintain a constant internal temperature in changing air temperatures. In this FACTivity, you will...

    FACTivity – Owl-ch!

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Climate
    • Wildlife
    • Air Temperature
    • Endothermic
    • Internal Temperature
    • Seasons
    As you have learned in “Owl-ch!,” humans are endotherms who, like other mammals and birds, must maintain a constant internal temperature in changing air temperatures. In this FACTivity, you will...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    Owl-ch! - How a Changing Climate Might Affect Mexican Spotted Owls

  • The questions you will answer in this FACTivity are: How does a park in your area offer visitors (1) refuge or stress relief, (2) inspiration or a spark to the...

    FACTivity – Where the Sidewalk Ends

    • Activity
    • Middle School
    • 1 Classroom Period
    • Recreation
    • Accessibility
    • Inclusion
    • Nature health benefits
    • Outdoor Activity
    • Park Design
    • Recreation
    The questions you will answer in this FACTivity are: How does a park in your area offer visitors (1) refuge or stress relief, (2) inspiration or a spark to the...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    Where the Sidewalk Ends - Visitor Use of Natural and Landscaped Areas in Urban Parks

  • In this FACTivity, you will choose an animal to study that lives in the United States and create an Animal Fact File for that animal. If completing this FACTivity as...

    FACTivity – Fish-ing Around

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Wildlife
    • Field Guides
    • Habitat
    • Native Range
    • Wildlife
    In this FACTivity, you will choose an animal to study that lives in the United States and create an Animal Fact File for that animal. If completing this FACTivity as...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    Fish-ing Around - Discovering the Habitat Needs of the Pacific Fisher

  • In this FACTivity, your class will consider the tradeoffs discussed in “Which Wood You Choose?” and work toward a solution. A tradeoff is any situation where making one choice to...

    FACTivity – Which Wood You Choose?

    • Activity
    • Middle School
    • 1 Classroom Period
    • Carbon
    • Engineering and Forest Products
    • Wildlife
    • Carbon pricing
    • Carbon Sequestration
    • Climate Change
    • Conifers
    • Forest Landowners
    • Habitat
    • Hardwoods
    • Pros and Cons
    • Species of conservation concern
    In this FACTivity, your class will consider the tradeoffs discussed in “Which Wood You Choose?” and work toward a solution. A tradeoff is any situation where making one choice to...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    Which Wood You Choose? - Forest Landowners’ Selection of Trees for Planting Forests Can Have Different Outcomes

  • After reading the Woodsy Owl edition of Natural Inquirer, test your knowledge with a crossword puzzle.

    Crossword – Woodsy Owl

    • Activity
    • Middle School
    • Less than 30 minutes
    • Wilderness
    • Wildlife
    • Biodiversity
    • Ecosystems
    • Vocabulary
    • Wetlands
    After reading the Woodsy Owl edition of Natural Inquirer, test your knowledge with a crossword puzzle.
    Explore Activity Download Activity (PDF)
    Explore Activity Download Activity (PDF)

    Part Of

    The Woodsy Owl Edition - Vol. 1 No. 22

  • After reading the Woodsy Owl edition of Natural Inquirer, test what you learned with an eyeChallenge. Look at each of these images from the edition, and explain what each represents...

    eyeChallenge – Woodsy Owl

    • Activity
    • Middle School
    • 1 Classroom Period
    • Carbon
    • Citizen Science
    • Wildlife
    • Carbon Cycle
    • Citizen Science
    • Forest Succession
    • Hummingbird
    • Image Challenge
    • Mexican Spotted Owl
    • Urban parks
    After reading the Woodsy Owl edition of Natural Inquirer, test what you learned with an eyeChallenge. Look at each of these images from the edition, and explain what each represents...
    Explore Activity Download Activity (PDF)
    Explore Activity Download Activity (PDF)

    Part Of

    The Woodsy Owl Edition - Vol. 1 No. 22

  • In recent years, Woodsy Owl has begun encouraging everyone to “Open Your Eyes, Be Climate Wise.” This statement means being aware of the impacts of a changing climate on forests...

    Spotlight – Woodsy’s 4Rs

    • Spotlight
    • Middle School
    • Less than 30 minutes
    • Climate
    • Climate Change
    • Conservation
    • Recycle
    • Reduce
    • Reuse
    • Rot
    In recent years, Woodsy Owl has begun encouraging everyone to “Open Your Eyes, Be Climate Wise.” This statement means being aware of the impacts of a changing climate on forests...
    Explore Spotlight Download Spotlight (PDF)
    Explore Spotlight Download Spotlight (PDF)

    Part Of

    The Woodsy Owl Edition - Vol. 1 No. 22

Glossary

View All Glossary
  • accelerate

    (ik se lə rāt): To move faster.

  • amenity

    (ǝ me nǝ tē): Something that helps to provide comfort, convenience, or enjoyment.

  • bias

    (bī ǝs): A systematic error introduced into sampling or testing by selecting or encouraging one outcome or answer over others.

  • biodiversity

    (bī ō dǝ vǝr sǝ tē ): Biological variety in an environment as indicated by numbers of different species of plants and animals.

  • borough

    (bǝr ō): In this case, one of the five main sections of New York City; the boroughs are the Bronx, Brooklyn, Manhattan, Queens, and Staten Island.

  • breeding habitat

    (brē diŋ ha bə tat): Environment where an animal nests and reproduces as opposed to where it lives during the rest of the year.

  • canopy

    (ka nə pē): A protective covering: such as, the uppermost spreading branchy layer of a forest.

  • canopy cover

    (ka nə pē kə vər): The layer of tree leaves, branches, and stems that provide tree coverage of the ground when viewed from above.

  • cavity

    (ka vǝ tē): An unfilled space within a mass, especially a hollowed-out space.

  • coincide

    (kō ən sīd): To occupy the same place in space or time.

  • coniferous

    (kō ni f(ǝ) rǝs): Characterized by leaves resembling needles or scales in shape and including forms (like pines) with true cones.

  • criteria

    (krī tir ē ə): (singular: criterion) A standard on which a judgment or decision may be based.

  • downy

    (dau̇ nē): Covered with down, a covering of soft fluffy feathers.

  • ecosystem service

    (ē kō si stǝm sǝr vǝs): Any of the various benefits provided by plants, animals, and the communities they form.

  • elevation

    (e lǝ vā shǝn): The height above sea level.

  • evade

    (i vād or ē vād): To slip away or avoid capture.

  • forage

    (fȯr ij): (noun) Food for browsing or grazing animals.

    (verb) To wander in search of forage or food.

  • genetic

    (jə ne tik): Of, relating to, or involving genes or genetics.

  • genomics

    (jǝ nō miks): A branch of biotechnology concerned with genetics.

  • habitat fragmentation

    (ha bǝ tat frag men tā shǝn): When a place where an animal or plant naturally lives and grows is broken or separated into distinct parts.

  • hypothesis

    (hī pä thǝ sǝs): An assumption or idea that is proposed for the sake of argument so that it can be tested to see if it might be true.

  • hypothesize

    (hī pä thǝ sīz): To make an assumption or idea that is proposed for the sake of argument so that it can be tested to see if it might be true.

  • implication

    (im plə kā shən): A logical relationship between two propositions in which if the first is true the second is true.

  • landscape

    (lan(d) skāp)
    verb: To make changes to improve the appearance of an area of land.
    noun: The visual land, such as trees, water, and sky

  • lush

    (ləsh): Having full and healthy growth.

  • median

    (mē dē ən): A value in a series arranged from smallest to largest below and above which there are an equal number of values or which is the average of the two middle values if there is no one middle value.

  • mortality

    (mȯr ta lǝ tē): The number of deaths in a given time or place.

  • philosophy

    (fǝ lä sǝ fē): Someone’s basic beliefs about the way people should live.

  • phloem

    (flō em): A tissue in plants that contains sieve tubes that carry dissolved food material and that lies mostly outside the cambium.

  • policy

    (pä lə sē): A course of action chosen in order to guide people in making decisions.

  • prey

    (prā): An animal taken by a predator as food.

  • randomize

    (ran dǝ mīz): To arrange or choose something in a random way or order.

  • refuge

    (re fyüj): A place that provides shelter or protection.

  • regeneration

    (ri je nǝ rā shǝn): Renewal or restoration of a biological system (such as a forest) after injury or as a normal process.

  • resilient

    (ri zil yənt): The quality of being able to recover from or adjust easily to change.

  • riparian

    (rə per ē ən): Relating to or living or located on the bank of a natural watercourse (such as a river or sometimes a lake or tidewater).

  • rural

    (rûr әl): Of or relating to the country, country people or life, or agriculture.

  • sanctuary

    (saŋ(k) chə wer ē): A place where someone or something is protected or given shelter.

  • scenario

    (sə ner ē ō): A sequence of events especially when imagined.

  • seclusion

    (si klü zhǝn): The state of being away from other people.

  • sedated

    (si dā tǝd): Being in a calm, relaxed state resulting from the effect of a sedative drug.

  • sequestration

    (se kwə strā shən): The act of setting apart, secluding, or withdrawing.

  • slogan

    (slō gǝn): A short attention-getting phrase used in advertising or promotion.

  • stewardship

    (stü ǝrd ship): The careful and responsible management of something entrusted to one’s care.

  • stormwater

    (stȯrm wȯ tǝr): Rainwater produced by a storm; rainwater that runs off surfaces and away from the area it originally falls (definition from the Environmental Protection Agency).

  • subspecies

    (səb spē shēz): A category in biological classification that ranks immediately below a species; designates a population of a particular geographic region that is genetically distinguishable from other such populations of the same species. A subspecies is capable of interbreeding successfully with other populations of the same species where its range overlaps theirs.

  • sustainable

    (sǝ stā nǝ bǝl): Of, relating to, or being a method of harvesting or using a resource so that the resource is not used up or permanently damaged.

  • topography

    (tǝ päg rǝ fē): The shape and height and depth of the features of a place.

  • transpiration

    (tran(t)s pə rā shən): The process by which plants give off water vapor through the stomata in their leaves.

  • urban

    (ǝr bǝn): Of, relating to, typical of, or being a city.

  • urban

    (ǝr bǝn): Of, relating to, typical of, or being a city.

  • variable

    (ver ē ə bəl): (1) A factor, trait, or condition that can be changed or controlled; (2) a quantity that may assume any one of a set of values.

  • vertebrate

    (vərt ə brət or vərt ə brāt): Any of a large group of animals (such as mammals, birds, reptiles, amphibians, and fishes) that typically have a bony or cartilaginous backbone which replaces the notochord, a distinct head containing a brain which arises as an enlarged part of the nerve cord, and an internal usually bony skeleton and including some primitive forms (such as lampreys) in which the backbone is absent and the notochord persists throughout life.

  • wetlands

    (wet landz): Land or areas (such as marshes or swamps) that are covered, often intermittently, with shallow water or have soil saturated with moisture.

Classroom Review Board

Mrs. Waugh’s 7th and 8th grade class

  • Chadron Middle School
  • Chadron, NE

Editorial Review Board Comments

  • “I would like to see a page dedicated to a chart of the different types of trees that are good at storing carbon.”

  • “The most important things I learned was human involvement or changes in the environment can affect many things, including ecosystems.”

  • “I feel like there needed to be more clarification on what is directly affected by the problem in the article I read.”

  • “The article I read is perfect for the age group and brings many important topics to light and to people’s attention. Great job!”

  • “I wish you talked more about why there are more female fishers than male fishers.”

  • “I learned that some people choose to plant trees for the money and don’t keep the wildlife in mind.”

  • “I feel like more words should be bolded and have definitions.”

View All Classrooms
  • Novem Auyeung wears waders and holds up a turtle as she stands in a wetlands.

    Novem Auyeung

    Ecologist

    My favorite science experience is working with natural resources managers, community members, and other researchers to use our combined knowledge to protect, manage, and restore natural areas in New York...
    View Profile
  • Dr. Lindsay Campbell delivering a lecture in front of a colorful splatter backdrop

    Lindsay Campbell

    Social Scientist

    “My favorite science experience is any time I get to conduct semi-structured interviews. I enjoy having in-depth conversations with individuals about their involvement with the urban environment. I’ve interviewed public...
    View Profile
  • Dr. Ganey wears a backpack, sunglasses, and a baseball cap and stands in a forest.

    Joe Ganey

    Wildlife Ecologist

    In a long career in field ecology, I have had so many amazing moments that it is difficult to pick a single highlight. I vividly remember the first time I...
    View Profile
  • Eric Gese kneels in the snow in front of a lake with his dog.

    Eric Gese

    Wildlife Biologist

    I love having the opportunity to conduct research on a variety of carnivores for the past 40 years with my group of dedicated graduate students in incredible places on this...
    View Profile
  • Headshot of Yukiko Hashida

    Yukiko Hashida

    Economist/Resource Economist | Environmental Economist

    My favorite science experience is converting my backyard to a butterfly and bird-friendly sanctuary. I am not a fan of the lawn as it doesn’t support much biodiversity. I tend...
    View Profile
  • Michelle Johnson stands outside in a park.

    Michelle Johnson

    Ecologist

    My favorite science experience is sitting down with data in hand to explore what you have found. Does your data support your hypothesis, or is something else going on you...
    View Profile
  • Ryan Jonnes stands outside; behind him is bare red dirt and grassland.

    Ryan Jonnes

    Wildlife Biologist

    The great outdoors has had a lasting impact on my life. The outdoors has shaped my hobbies, work, and family. I like to fish, hunt, camp, and hike. In 2005,...
    View Profile
  • Jeff Kline paddles a canoe.

    Jeff Kline

    Environmental Economist

    My favorite experiences over the course of my career as a scientist have involved working with scientists from other disciplines. Since I was a kid playing in the woods behind...
    View Profile
  • Jennifer Kordosky stands in a forest and holds a sedated fisher.

    Jennifer Kordosky

    Genomics Research Scientist

    My favorite science experience was trapping mesocarnivores in the Sierra Nevada. Fishers make a faint chuckling noise while in the trap, so if you heard it when approaching, you knew...
    View Profile
  • Sean Kyle stands in front of a rock formation.

    Sean Kyle

    Wildlife Biologist

    I have been lucky to work with rodents, birds, bats, reptiles, amphibians, and all the way up to big game across 12 States. I earned a bachelor’s degree in zoology...
    View Profile
  • Headshot of David Lewis outside in front of some trees

    David Lewis

    Economist/Resource Economist | Environmental Economist

    My interests in forests and conservation go back to my long-term love of being outdoors, which started when I was a kid and continues to this day. My favorite science...
    View Profile
  • Tara Newman holds a large frog outside.

    Tara Newman

    Environmental Scientist

    My favorite science experience was getting outside every day and exploring places that most people don’t get to go to learn about and help protect wildlife. This has included wading...
    View Profile
  • Kathryn Purcell stands in a forest and holds a sedated fisher.

    Kathryn Purcell

    Wildlife Biologist

    My best day in the field ever was when I climbed to a fisher den and extracted two kits to be measured and marked for future identification. My arm just...
    View Profile
  • Todd Rawlinson sits outside and writes notes in a notebook. Mountains are in the background.

    Todd Rawlinson

    Wildlife Biologist

    While studying forest habitats, wildlife species, and wildland fires, we now understand that the greatest risk to most forest species is catastrophic, high-intensity wildfire. During my career, I have learned...
    View Profile
  • Dr. Sonti is using an increment borer on an urban street tree.

    Nancy Falxa Sonti

    Ecologist

    My favorite science experience was learning about the history of urban forests and the growth of urban trees through tree rings and then getting to share that information with community...
    View Profile
  • Craig Thompson kneels in a forest and holds a sedated fisher.

    Craig Thompson

    Wildlife Ecologist

    I have worked with a variety of carnivores over the years, large and small, but one of my favorite research-related memories is being attacked by a northern grasshopper mouse. After...
    View Profile
  • Dr. Ward sits outside on a boulder with his dog.

    James P. Ward

    Wildlife Ecologist

    My favorite science experience is difficult to choose—there are so many incredible moments I’ve enjoyed “in the field” studying wildlife and in particular, spotted owls. A clear and memorable high-point...
    View Profile
  • A headshot of John Withey in a forest wearing binoculars

    John Withey

    Landscape Ecologist | Ornithologist

    One of my favorite science experiences was going out in the Panamanian rainforest to find and study tropical songbirds. I lived close to Soberania National Park (next to the Panama...
    View Profile

Additional Resources

  • USDA Forest Service, Conservation Education: Recycle with Woodsy

    Learn about the 4 Rs, enter the Smokey Bear and Woodsy Owl poster contest, download free coloring pages, and more!
    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. 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
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  • Natural Inquirer - Homepage
  • Find Outdoors
  • USDA
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The Natural Inquirer program produces a variety of science education materials for PreK through grade 12. Natural Inquirer products are produced by the USDA Forest Service, FIND Outdoors, and other cooperators and partners.

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