The Woodsy Owl Edition – Vol. 1 No. 22
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
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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
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... -
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
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... -
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
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... -
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
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...
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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!
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... -
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
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... -
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
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... -
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?
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... -
After reading the Woodsy Owl edition of Natural Inquirer, test your knowledge with a crossword puzzle.Crossword – Woodsy Owl
After reading the Woodsy Owl edition of Natural Inquirer, test your knowledge with a crossword puzzle. -
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
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...
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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
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...
Glossary
View All GlossaryClassroom Review Board
Mrs. Waugh’s 7th and 8th grade class
- Chadron Middle School
- Chadron, NE
Editorial Review Board Comments
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Novem Auyeung
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 -
Lindsay Campbell
“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 -
Joe Ganey
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
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 -
Yukiko Hashida
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
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
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
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
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
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 -
David Lewis
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
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
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
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 -
Nancy Falxa Sonti
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
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 -
James P. Ward
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 -
John Withey
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
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.D-H3
Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
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ESS2.D-H4
Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
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ESS2.E-H1
The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.
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ESS3.C-H1
The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
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ESS3.C-H2
Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.
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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-H1
Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
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ESS3.D-H2
Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
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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-H1
Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
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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-H1
When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability, and aesthetics and to consider social, cultural, and environmental impacts.
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ETS1.B-H2
Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
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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-H1
Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
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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-H4
Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
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LS2.A-H1
Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
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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.B-H3
Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geologic, and biological processes.
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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-H1
A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
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LS2.C-H2
Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
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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.C-H4
Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.
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LS4.C-H5
Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.
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LS4.D-H1
Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).
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LS4.D-H2
Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.
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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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PS3.A-M3
The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects.
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PS3.A-M4
The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material.
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PS3.B-M2
The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.
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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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Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
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By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
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Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
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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 9-10 texts and topics.
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Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
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Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
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Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
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Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
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Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
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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, students are introduced to scientific abstracts and how to read and write them. Note: This lesson plan can be used with any Natural Inquirer article or monograph.Scientific Abstract Lesson Plan
In this lesson, students are introduced to scientific abstracts and how to read and write them. Note: This lesson plan can be used with any Natural Inquirer article or monograph. -
In this lesson plan, students will read a Natural Inquirer article and write short summary notes from each section. Students will then create “6-W Poems” that reflect their understanding of...Lesson Plan – The 6-W Questions
In this lesson plan, students will read a Natural Inquirer article and write short summary notes from each section. Students will then create “6-W Poems” that reflect their understanding of... -
In this lesson, students will create a storyboard to graphically represent the main points from the research article they read. This lesson plan can be used with any Natural Inquirer...Lesson Plan – Storyboard
In this lesson, students will create a storyboard to graphically represent the main points from the research article they read. This lesson plan can be used with any Natural Inquirer...
Project Learning Tree
If you are a trained Project Learning Tree educator, you may use “I’d Like to Visit a Place Where . . .,” “Forest for the Trees,” and “Life on the Edge” as additional resources.
