Urban Forest – Spanish
What are urban forests? Urban forests are the trees and other plants that grow where people live, go to school, work, and play. Even if you live in a rural community, the trees in your yard, around buildings, and in parks are called urban forests. Calling them urban forests helps you to see that they are different from the kind of forests that grow in large undeveloped areas. Urban forests include trees in community parks and other public lands, along streets, in neighborhoods, around businesses and industry, and just about everywhere in a community. You will find urban forests almost anywhere that you find people living, going to school, working, and playing. Urban forests provide many benefits to people and their communities. Some examples of benefits include reducing noise and soil erosion and providing homes for animals.
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Highlights
- 7 Articles
- 9 Activities
- Lesson Plan and Teacher Guide
- Glossary
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Scientists have known that there is a difference between the sun’s visible radiation and invisible ultraviolet radiation from the sun. Ultraviolet radiation is separated into 3 types: UVA, UVB, and...What You See Is Not What You Get: The Difference Between Sunlight and Ultraviolet Radiation (Spanish)
Scientists have known that there is a difference between the sun’s visible radiation and invisible ultraviolet radiation from the sun. Ultraviolet radiation is separated into 3 types: UVA, UVB, and... -
The trees that grow along urban streets are called street trees. Some street trees are planted between the street and the sidewalk. Other street trees are planted in a strip...I’ve Got You Covered: The Amount of Pavement Covered by Street Trees (Spanish)
The trees that grow along urban streets are called street trees. Some street trees are planted between the street and the sidewalk. Other street trees are planted in a strip... -
People visit parks to do many different activities, such as play basketball, baseball, sunbathe, swim, walk, picnic, or go bicycling. If park managers know what people like to do in...Social Groupies: How Different Groups Use Urban Parks (Spanish)
People visit parks to do many different activities, such as play basketball, baseball, sunbathe, swim, walk, picnic, or go bicycling. If park managers know what people like to do in... -
Too much carbon dioxide (CO2) in the atmosphere is mostly caused by two things: burning fossil fuels and the loss of trees. Urban trees help to keep urban areas cooler,...Balancing Act: Urban Trees and the Carbon Cycle (Spanish)
Too much carbon dioxide (CO2) in the atmosphere is mostly caused by two things: burning fossil fuels and the loss of trees. Urban trees help to keep urban areas cooler,... -
In the past, scientists had estimated how much rainfall is intercepted by trees growing in rural areas. The scientists in this study wanted to know how much rainfall is intercepted by the trees that...Good to the Last Drip: How Trees Help to Reduce Pollution (Spanish)
In the past, scientists had estimated how much rainfall is intercepted by trees growing in rural areas. The scientists in this study wanted to know how much rainfall is intercepted by the trees that... -
The scientists in this study wanted to know if cars parked in shady parking lots emit fewer gases than cars parked in sunny parking lots. If that is the case, it would give...Don’t Be So Fuel-ish! How Much Fuel Is Saved When Cars Are Parked in the Shade? (Spanish)
The scientists in this study wanted to know if cars parked in shady parking lots emit fewer gases than cars parked in sunny parking lots. If that is the case, it would give... -
The scientists in this study were interested in knowing whether the benefits provided by trees are valued by people buying a new house. They also wanted to know how much...Yard Sale! How Trees Affect the Selling Price of Houses (Spanish)
The scientists in this study were interested in knowing whether the benefits provided by trees are valued by people buying a new house. They also wanted to know how much...
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In this FACTivity, you will conduct an experiment to test the different amounts of UV radiation. Compare your results with the results of the scientists in this study.FACTivity – What You See Is Not What You Get (Spanish)
In this FACTivity, you will conduct an experiment to test the different amounts of UV radiation. Compare your results with the results of the scientists in this study. -
In this FACTivity, students will use information from the U.S. Environmental Protection Agency’s Sun Safety UV Index, formerly known as the Sunwise program. Students will record the daily UV Index...Alternate FACTivity – What You See Is Not What You Get (Spanish)
In this FACTivity, students will use information from the U.S. Environmental Protection Agency’s Sun Safety UV Index, formerly known as the Sunwise program. Students will record the daily UV Index... -
The question you will answer in the FACTivity is: Were there more acres of streets or sidewalks covered by street tree canopies in this study?FACTivity – I’ve Got You Covered (Spanish)
The question you will answer in the FACTivity is: Were there more acres of streets or sidewalks covered by street tree canopies in this study? -
In this FACTivity, you will adopt a tree in your schoolyard and keep a tree journal to record your observations.Alternate FACTivity – I’ve Got You Covered (Spanish)
In this FACTivity, you will adopt a tree in your schoolyard and keep a tree journal to record your observations. -
In this FACTivity, you will use the findings from this research to design a picnic area.FACTivity – Social Groupies (Spanish)
In this FACTivity, you will use the findings from this research to design a picnic area. -
In this FACTivity, you will research different types of native trees in your area and select one that should be planted in your schoolyard.FACTivity – Balancing Act (Spanish)
In this FACTivity, you will research different types of native trees in your area and select one that should be planted in your schoolyard. -
In this FACTivity, you will work with equations based on things that you see around you. You will convert statements about data into equations.FACTivity – Good to the Last Drip (Spanish)
In this FACTivity, you will work with equations based on things that you see around you. You will convert statements about data into equations. -
In this FACTivity, you will answer the question: What is the relationship between temperature, the amount of visible sunlight, and the amount of water evaporating from two identical glass jars?FACTivity – Don’t Be So Fuel-ish! (Spanish)
In this FACTivity, you will answer the question: What is the relationship between temperature, the amount of visible sunlight, and the amount of water evaporating from two identical glass jars? -
The question you will answer with this FACTivity is: According to your own research, do your findings support the findings of this study, that increased tree cover around a home...FACTivity – Yard Sale! (Spanish)
The question you will answer with this FACTivity is: According to your own research, do your findings support the findings of this study, that increased tree cover around a home...
Standards addressed in this Journal:
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ESS2.A-M1
All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
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ESS2.A-M2
The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
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ESS2.C-M1
Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
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ESS2.C-M2
The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.
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ESS2.C-M3
Global movements of water and its changes in form are propelled by sunlight and gravity.
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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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ESS3.D-M1
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities.
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ETS1.A-M1
The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.
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ETS1.B-M1
A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
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ETS1.B-M2
There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
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ETS1.B-M3
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
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ETS1.B-M4
Models of all kinds are important for testing solutions.
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ETS1.C-M1
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.
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ETS1.C-M2
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
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LS1.B-M4
Genetic factors as well as local conditions affect the growth of the adult plant.
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LS1.C-M1
Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
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LS1.C-M2
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
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LS2.A-M1
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
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LS2.B-M1
Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
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LS2.C-M1
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
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LS3.B-H1
In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.
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LS3.B-H2
Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus, the variation and distribution of traits observed depends on both genetic and environmental factors.
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LS4.D-M1
Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
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PS1.B-M1
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
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PS1.B-M2
The total number of each type of atom is conserved, and thus the mass does not change.
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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-H1
Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
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PS3.B-H2
Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
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PS3.B-H3
Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
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PS3.B-M1
When the motion energy of an object changes, there is inevitably some other change in energy at the same time.
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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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PS3.D-M1
The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
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PS3.D-M2
Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
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PS4.A-M1
A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.
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PS4.B-M1
When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.
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PS4.B-M2
The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.
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PS4.B-M3
A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media.
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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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Culture
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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 journal 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 journal 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 journal 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 journal 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 journal 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 journal 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 journal 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 assess the biological diversity of trees on their school grounds or another designated area. Students will be able to: observe identify, measure, transform, and...Lesson Plan – Urban Forests
In this lesson plan, students will assess the biological diversity of trees on their school grounds or another designated area. Students will be able to: observe identify, measure, transform, and... -
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... -
In this lesson, students will increase their reading comprehension, critical thinking skills, and summarization and explanation skills. Students will role-play as members of the Natural Inquirer Twitter Team (now X...Lesson Plan – Twitter Team
In this lesson, students will increase their reading comprehension, critical thinking skills, and summarization and explanation skills. Students will role-play as members of the Natural Inquirer Twitter Team (now X...
Glossary
View All GlossaryRelated Resources from The Natural Inquirer
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What are urban forests? Urban forests are the trees and other plants that grow where people live, go to school, work, and play. Even if you live in a rural...Urban Forest – Vol. 6 No. 1
What are urban forests? Urban forests are the trees and other plants that grow where people live, go to school, work, and play. Even if you live in a rural...
Additional Resources
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USDA Forest Service: Urban Forests
Learn more about urban forests, their benefits and importance, and the work being done to manage and improve urban forests.Visit Website -
Forest Service Research & Development: Urban Field Station Network
Did you know? The Urban Field Station Network is a composite of pre-existing Urban Field Stations and place-based urban research locations and investments throughout the country. Scientists and specialists at these locations work together across jurisdictions and boundaries to advance our understanding of urban and suburban ecology and communities.Visit Website -
Urban Forestry South
Urban Forestry South (USDA Forest Service) focuses on technology and information that supports urban forest management, tree health, tree biology, the measurement of ecosystem benefits derived from trees in urban settings, urban nature and human health, children and nature connections, and heightening awareness of and providing information about wildland-urban interface issues in the South and nationwide.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