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  • Wildland Fire 2 – Vol. 13 No. 1
Natural Inquirer cover for the Wildland Fire 2 issue. There are four squares, the top left is a row of tents, top right has a grasshopper, th bottom left a rattlesnake, and the bottom right a woodpecker. All are photographs.
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Wildland Fire 2 – Vol. 13 No. 1

  • Journal
  • Middle School
  • Fire
  • Insects
  • Social Science
  • Wilderness
  • Wildlife
  • 1910 Fires
  • Arthropods
  • Black-backed Woodpecker
  • Bristlecone Pine Trees
  • Fire Response
  • Forest Restoration
  • History
  • Longleaf Pine
  • Public Policy
  • Seed Dispersal
  • Snakes
  • Soil
  • Wildland Urban Interface
Natural Inquirer cover for the Wildland Fire 2 issue. There are four squares, the top left is a row of tents, top right has a grasshopper, th bottom left a rattlesnake, and the bottom right a woodpecker. All are photographs.
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This journal focuses on wildland fire. Wildland fire is any fire occurring in vegetation areas, regardless of how it was started. In this edition, you will learn about different types of wildland fires, including uncontrolled wildfires and fires purposely set and controlled by foresters to provide benefits to a natural area. The research in this journal focuses on the many effects of fire: on wildlife, insects, public policy, soils, forest restoration, and more.

 

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Highlights

  • Second in the Wildland Fire Journal Series
  • 8 Articles
  • 10 Activities
  • 2 Lesson Plans
  • Glossary
  • The historian in this study was interested in understanding the impact of the 1910 fires on fire policy and American society. He wanted to know why the wildfires that burned...

    Fight or Light? The History and Impact of the Big Fires of 1910

    • Article
    • Middle School
    • 1 Classroom Period
    • Fire
    • 1910 Fires
    • Fire suppression
    • History
    • Policy
    • Public Opinion
    • Public Safety
    The historian in this study was interested in understanding the impact of the 1910 fires on fire policy and American society. He wanted to know why the wildfires that burned...
    Explore Article Download Article (PDF)
    Explore Article Download Article (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • Longleaf pine (Pinus palustris) once could be found from southeastern Virginia to eastern Texas. Longleaf pines are not usually killed by fire. Because these pines need open spaces to survive,...

    aPods Rule! What Happens to Arthropods Following a Wildland Fire?

    • Article
    • Middle School
    • 1 Classroom Period
    • Fire
    • Insects
    • Arthropods
    • Fire Recovery
    • Forest Restoration
    • Habitat
    • Leaf Litter
    • Longleaf Pine
    • Prescribed Fire
    Longleaf pine (Pinus palustris) once could be found from southeastern Virginia to eastern Texas. Longleaf pines are not usually killed by fire. Because these pines need open spaces to survive,...
    Explore Article Download Article (PDF)
    Explore Article Download Article (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • In the past, forest managers always put out wildfires. More recently, forest managers have discovered that fire can be a good thing for some ecosystems. Wildfires are now sometimes allowed to burn rather than...

    Keeping It Local: How Federal Wildfire Policy Is Implemented at the Local Level

    • Article
    • Middle School
    • 1 Classroom Period
    • Fire
    • Social Science
    • Community Involvement
    • Fire Preparedness
    • Homeowners
    • Wildland Urban Interface
    In the past, forest managers always put out wildfires. More recently, forest managers have discovered that fire can be a good thing for some ecosystems. Wildfires are now sometimes allowed to burn rather than...
    Explore Article Download Article (PDF)
    Explore Article Download Article (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • Trees that are dead but still standing are called snags. Even though snags are dead, they are still are important parts of the forest. Snags provide benefits to the environment,...

    Pecking Order: What Types of Post-Fire Snag Areas Do Woodpeckers Prefer?

    • Article
    • Middle School
    • 1 Classroom Period
    • Fire
    • Wildlife
    • Black-backed Woodpecker
    • Fire Effects
    • Foraging
    • Forest Restoration
    • Sampling
    • Sierra Nevada
    • Snags
    Trees that are dead but still standing are called snags. Even though snags are dead, they are still are important parts of the forest. Snags provide benefits to the environment,...
    Explore Article Download Article (PDF)
    Explore Article Download Article (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • The scientists in this study were interested in learning more about trust. They believed that forest managers can do a better job if people trust them to do what is...

    Trust Is a Must: What Is Involved in Trusting Those Who Manage Forest Fires?

    • Article
    • Middle School
    • 1 Classroom Period
    • Fire
    • Social Science
    • Fire Management
    • Land Managers
    • Questionnaire
    • Survey
    • Trust
    • Wildfire
    The scientists in this study were interested in learning more about trust. They believed that forest managers can do a better job if people trust them to do what is...
    Explore Article Download Article (PDF)
    Explore Article Download Article (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • Bristlecone pines have an interesting relationship with fire. When a fire occurs, it may open a once-closed area to sunlight. When this happens, bristlecone pine seedlings get a chance to...

    Can We Grow Now? Helping Bristlecone Pine Trees To Take Root and Grow

    • Article
    • Middle School
    • 1 Classroom Period
    • Fire
    • Bristlecone Pine Trees
    • Fire Effects
    • Germination
    • Resistance
    • Seedlings
    • White Pine Blister Rust
    Bristlecone pines have an interesting relationship with fire. When a fire occurs, it may open a once-closed area to sunlight. When this happens, bristlecone pine seedlings get a chance to...
    Explore Article Download Article (PDF)
    Explore Article Download Article (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • After an area has been changed by human or natural disturbances, forest managers often engage in restoration activities. In the Bosque, fire is both a human and a natural disturbance....

    Snake, Rattle, and Roll: Investigating the Snakes That Live in the Bosque Along the Middle Rio Grande

    • Article
    • Middle School
    • 1 Classroom Period
    • Fire
    • Wilderness
    • Wildlife
    • Bosque
    • Funnel Traps
    • New Mexico
    • Restoration
    • Rio Grande
    • Riparian Areas
    • Snakes
    After an area has been changed by human or natural disturbances, forest managers often engage in restoration activities. In the Bosque, fire is both a human and a natural disturbance....
    Explore Article Download Article (PDF)
    Explore Article Download Article (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • When a wildfire burns across a forest, logs and stumps on the ground may completely burn up. When this happens the soil beneath and near the logs and stumps is...

    Don’t Judge a Soil by Its Color: Exploring Forest Soil Following a Wildfire

    • Article
    • Middle School
    • 1 Classroom Period
    • Fire
    • Fire Effects
    • Fire Recovery
    • Fungi
    • Invasive Plants
    • Mycorrhiza
    • Native plants
    • Soil
    When a wildfire burns across a forest, logs and stumps on the ground may completely burn up. When this happens the soil beneath and near the logs and stumps is...
    Explore Article Download Article (PDF)
    Explore Article Download Article (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • In this FACTivity, you will research a recent natural disturbance that has been in the news in the past year. Then you will write a story about the event and...

    FACTivity – Fight or Light?

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Climate
    • Fire
    • Creative Writing
    • History
    • Informational Writing
    • Natural Disaster
    • Natural Disturbance
    • Research Activity
    • Wildfire
    In this FACTivity, you will research a recent natural disturbance that has been in the news in the past year. Then you will write a story about the event and...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    Fight or Light? The History and Impact of the Big Fires of 1910

  • The question you will answer in this FACTivity is: What are the key characteristics of arthropods? You will create your own aPod based on the characteristics of arthropods and describe...

    FACTivity – aPods Rule!

    • Activity
    • Middle School
    • 1 Classroom Period
    • Insects
    • Art Activity
    • Arthropods
    • Research
    The question you will answer in this FACTivity is: What are the key characteristics of arthropods? You will create your own aPod based on the characteristics of arthropods and describe...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    aPods Rule! What Happens to Arthropods Following a Wildland Fire?

  • In this FACTivity, you will get together with other students and brainstorm a list of challenges or concerns at your school. These can be ongoing challenges or a challenge the...

    FACTivity – Keeping It Local

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Action Plan
    • Community Involvement
    • Project
    • Teamwork
    In this FACTivity, you will get together with other students and brainstorm a list of challenges or concerns at your school. These can be ongoing challenges or a challenge the...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    Keeping It Local: How Federal Wildfire Policy Is Implemented at the Local Level

  • In this FACTivity, you will research black-backed woodpeckers and learn about what they eat and where they prefer to build nests. Then you will pretend to be a black-backed woodpecker...

    FACTivity – Pecking Order

    • Activity
    • Middle School
    • 1 Classroom Period
    • Fire
    • Wildlife
    • Creating Writing
    • Habitat
    • Informational Writing
    • Post-Fire Conditions
    • Research Activity
    • Woodpeckers
    In this FACTivity, you will research black-backed woodpeckers and learn about what they eat and where they prefer to build nests. Then you will pretend to be a black-backed woodpecker...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    Pecking Order: What Types of Post-Fire Snag Areas Do Woodpeckers Prefer?

  • In this FACTivity, you will conduct a survey asking adults how they feel about Federal employees’ management of public lands, particularly in terms of their handling of wildfires. If you...

    FACTivity – Trust Is a Must

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Fire
    • Social Science
    • Fire Management
    • Fire Response
    • Opinion
    • Questionnaire
    • Survey
    In this FACTivity, you will conduct a survey asking adults how they feel about Federal employees’ management of public lands, particularly in terms of their handling of wildfires. If you...
    Explore Activity Download Activity (PDF)
    Explore Activity Download Activity (PDF)

    Part Of

    Trust Is a Must: What Is Involved in Trusting Those Who Manage Forest Fires?

  • You will answer the following questions in the FACTivity: What are the ways different seeds move away from the parent plant? What are the characteristics that enable seeds to travel...

    FACTivity – Can We Grow Now?

    • Activity
    • Middle School
    • 1 Classroom Period
    • Engineering
    • Hands-on
    • Observation
    • Outdoor Activity
    • Seed Dispersal
    You will answer the following questions in the FACTivity: What are the ways different seeds move away from the parent plant? What are the characteristics that enable seeds to travel...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    Can We Grow Now? Helping Bristlecone Pine Trees To Take Root and Grow

  • In this FACTivity, you will do an experiment similar to the one the scientists did in “Snake, Rattle, and Roll,” except you will be studying insects on the ground instead...

    FACTivity – Snake, Rattle, and Roll

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Insects
    • Hands-on
    • Insects
    • Outdoor Activity
    • Sampling
    In this FACTivity, you will do an experiment similar to the one the scientists did in “Snake, Rattle, and Roll,” except you will be studying insects on the ground instead...
    Explore Activity Download Activity (PDF)
    Explore Activity Download Activity (PDF)

    Part Of

    Snake, Rattle, and Roll: Investigating the Snakes That Live in the Bosque Along the Middle Rio Grande

  • In this FACTivity, you will play a game based on Sudoku. The question you will answer in this FACTivity is: What are some of the things that make up soil?...

    FACTivity – Don’t Judge a Soil by Its Color

    • Activity
    • Middle School
    • Less than 30 minutes
    • Game
    • Soil
    In this FACTivity, you will play a game based on Sudoku. The question you will answer in this FACTivity is: What are some of the things that make up soil?...
    Explore Activity Download Activity (PDF)
    Explore Activity Download Activity (PDF)

    Part Of

    Don't Judge a Soil by Its Color: Exploring Forest Soil Following a Wildfire

  • After reading the Wildland Fire 2 edition of Natural Inquirer, test your knowledge with a sentence scramble challenge. Unscramble the words in each line to create a sentence from the...

    Word Scramble – Wildland Fire 2

    • Activity
    • Middle School
    • Less than 30 minutes
    • Fire
    • Reading Comprehension
    • Vocabulary
    • Word Game
    After reading the Wildland Fire 2 edition of Natural Inquirer, test your knowledge with a sentence scramble challenge. Unscramble the words in each line to create a sentence from the...
    Explore Activity Download Activity (PDF)
    Explore Activity Download Activity (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • Try to solve these riddles from the Wildland Fire 2 edition of Natural Inquirer. Can you figure out who or what I am?

    Who or What Am I? – Wildland Fire 2

    • Activity
    • Middle School
    • Less than 30 minutes
    • Fire
    • Riddle
    • Vocabulary
    • Word Game
    Try to solve these riddles from the Wildland Fire 2 edition of Natural Inquirer. Can you figure out who or what I am?
    Explore Activity Download Activity (PDF)
    Explore Activity Download Activity (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

Glossary

View All Glossary
  • canopy

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

  • crossbow

    (krȯs bō): A short bow mounted crosswise near the end of a wooden stock that shoots short arrows.

  • decomposition

    (dē käm pə zi shən): The act or process of breaking up, such as by decaying or rotting.

  • ecosystem service

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

  • habitat

    (ha bә tat): The place or environment where a plant or animal naturally or normally lives and grows.

  • leaf litter

    (lēf li tər): Dead plant material, like leaves and twigs.

  • rappel

    (rə pel): To descend (as from a cliff) by sliding down a rope passed under one thigh, across the body, and over the opposite shoulder or through a special friction device.

  • species

    (spē sēz or spē shēz): A category of living things that ranks below a genus, is made up of related individuals able to produce fertile offspring, and is identified by a two-part scientific name.

  • 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.

Classroom Review Board

Mr. Blake Love’s Middle School Class

  • C. S. Porter Middle School
  • Missoula, MT

Editorial Review Board Comments

  • “You might want to explain what the Forest Service is.”

  • “Vocabulary should be all highlighted and referenced in the back, or all explained in the passage.”

  • “Good writing. History is fun. Really explains what’s going on.”

  • “Maybe use clearer pictures when published.”

  • “Good question. I don’t know the answer though.”

  • “All of the explanations seem to be toward the end of the article (not really good or bad thing just noticing).”

  • “[Title] not catchy enough…more curiosity. Have the title grab your attention.”

  • “Use a bigger picture, so they know what you are talking about.”

  • “You are a great writer. This was an awesome article to read!”

  • “Wow! That lizard is really weird looking…But really cool. Great Job!! Loved the pictures!”

  • “Sentence was repeated earlier. Maybe format differently.”

  • “Maybe tell them what vegetation is…”

View All Classrooms
  • Dr. Heather Bateman on a bike by the water

    Heather Bateman

    Ecologist | Herpetologist | Ornithologist | Wildlife Biologist

    My favorite science experience has always been working with wildlife. I enjoyed placing leg bands on long-eared owls in the United States Great Basin. I also enjoyed tagging lava lizards...
    View Profile
  • Photo of Bill Borrie standing next to two llamas.

    Bill Borrie

    Social Scientist

    My favorite science experience was researching snowmobilers and snowcoach riders in Yellowstone National Park. A snowcoach is like a van on skis or with a bulldozer-type of tread for moving...
    View Profile
  • Dr. Alice Chung-MacCourbrey holding a bat

    Alice Chung-MacCourbrey

    Wildlife Biologist

    My favorite science experience was a research project that allowed me to combine two of my biggest interests, dogs and bats. Dogs have a superb sense of smell that can...
    View Profile
  • Jonathan Coop rows a boat on a mountain lake.

    Jonathan Coop

    Plant Ecologist

    My favorite science experiences are learning something new about how nature works and sharing what I know with students, especially on top of a mountain.
    View Profile
  • Photo of Deborah Finch standing in a forest.

    Deborah Finch

    Wildlife Biologist

    “One of my favorite science experiences was collecting bird and small mammal data on the Wallowa-Whitman National Forest in Oregon and Idaho. While I was there, I lived in a...
    View Profile
  • Photograph of Stephanie Grayzeck-Souter standing on the rocky shore on the banks of the Napo River, next to a canoe.

    Stephanie Grayzeck-Souter

    Social Scientist

    My favorite science experience was spending a month in the tropical rainforest of Ecuador. I learned about tropical field biology while also exploring and experiencing cultures very different from my...
    View Profile
  • Headshot of Chad Hanson.

    Chad Hanson

    Fire Ecologist | Forest Ecologist

    My favorite experiences as a scientist are when I’m doing field work in burned forest habitat. I like working in fire areas where most of the trees were killed by...
    View Profile
  • Photo of Dr. James Hanula. He is sitting at a desk in a lab, looking at a specimen through a microscope.

    James Hanula

    Entomologist

    My favorite experience as a scientist was discovering a new species. I was working on Japanese beetles at the time and kept finding larvae infected with a fungus. Other people...
    View Profile
  • Cassie Hebel kneels on the ground in a forest and takes a soil sample with a trowel.

    Cassie Hebel

    Soil Scientist

    My favorite science experience is studying mycology and learning to identify all types of mushrooms. It is fun to look inside the wonderful kingdom of fungi. From the smallest underground...
    View Profile
  • Photo of Pam Jakes on a sandy shore, standing in front of a group of large seals. The photo was taken in New Zealand.

    Pamela Jakes

    Forester

    My favorite science experience was living in New Zealand for 6 months. While I was there, I worked with scientists to discover what people living in New Zealand can do...
    View Profile
  • Photo of Adam Liljeblad standing in front of the trunk of a large tree.

    Adam Liljeblad

    Social Scientist

    My favorite science experience was interviewing residents of a small town about the places that were important to them. They drew on maps as we talked. That way, I could...
    View Profile
  • Susan Loeb holds a pencil and examines a bat held by another colleague.

    Susan Loeb

    Ecologist

    My favorite science experience is observing animals in their natural environment, whether they are small mammals, bats, or chimpanzees.
    View Profile
  • Headshot of Kristen Nelson.

    Kristen Nelson

    Environmental Sociologist

    My favorite science experience was working with Mayan farmers and scientists to solve problems in Chiapas, Mexico. We worked on many different projects. In one community, we worked on projects...
    View Profile
  • A photo of Malcolm North standing in a forest while holding a measuring stick.

    Malcolm North

    Forest Ecologist

    “My favorite science experience was climbing into the top of a 175-foot-tall red fir to collect lichen samples during a wind storm.” “[Another] favorite science experience is climbing into the...
    View Profile
  • Joe O'Brien rappels down a tree.

    Joe O’Brien

    Ecologist

    When I was a graduate student, I studied the rain forest in Costa Rica. I was studying how climate influenced tree growth. Sometimes, I had to take measurements of leaves...
    View Profile
  • Stephen Pyne stands on the snow in Antarctica in front of a snowmobile.

    Stephen Pyne

    Historian

    My favorite science experience was the time I spent a season in Antarctica with groups of people studying ice.  
    View Profile
  • A black and white photo of Dr. Anna Schoettle in a grassy field.

    Anna Schoettle

    Ecophysiologist

    “I like being a scientist because it is fun to ask questions, solve problems, and discover new information about plants and ecosystems.” “My favorite science experience is exploring the relationships...
    View Profile
  • Jane E. Smith kneels on some vegetation in a forest while holding a trowel.

    Jane E. Smith

    Botanist

    My most awe-inspiring moment as a scientist came when walking deep into an old-growth forest just a few weeks after a severe wildfire had killed all of the trees. The...
    View Profile
  • Dr. Alan Watson wearing sunglasses, on a beach

    Alan Watson

    Social Scientist

    “I like being a scientist because I’m helping to keep something special for future Americans. I became interested in natural resources when I was a kid and my family used...
    View Profile
  • Photo of Daniel Williams hiking in the Sierra Nevada wearing a large backpack and carrying walking sticks.

    Daniel Williams

    Social Scientist

    “My favorite science experience is getting paid to visit some of the most beautiful places on Earth as part of fieldwork.” “[Another} favorite science experience is that, as I study...
    View Profile

Jump To

  • Educator Guide
  • Lesson Plans

Note To Educators

The Forest Service's Mission

The Forest Service’s mission is to sustain the health, diversity, and productivity of the Nation’s forests and grasslands to meet the needs of present and future generations. For more than 100 years, our motto has been “caring for the land and serving people.” The Forest Service, an agency of the U.S. Department of Agriculture (USDA), recognizes its responsibility to be engaged in efforts to connect youth to nature and to promote the development of science-based conservation education programs and materials nationwide.

USDA and Forest Service Logos

What Is the Natural Inquirer?

Natural Inquirer is a science education resource journal to be used by students in grade 6 and up. Natural Inquirer contains articles describing environmental and natural resource research conducted by Forest Service scientists and their cooperators. These scientific journal articles have been reformatted to meet the needs of middle school students. The articles are easy to understand, are aesthetically pleasing to the eye, contain glossaries, and include hands-on activities. The goal of Natural Inquirer is to stimulate critical reading and thinking about scientific inquiry and investigation while teaching about ecology, the natural environment, and natural resources.

Natural Inquirer bee sitting at a desk with paper and pencil

  • Meet the Scientists

    Introduces students to the scientists who did the research. This section may be used in a discussion about careers in science.

  • What Kinds of Scientist Did This Research?

    Introduces students to the scientific disciplines of the scientists who conducted the research.

  • Thinking About Science

    Introduces something new about the scientific process, such as a scientific habit of mind or procedures used in scientific studies.

  • Thinking About the Environment

    Introduces the environmental topic being addressed in the research.

  • Introduction

    Introduces the problem or question that the research addresses.

  • Method

    Describes the method the scientists used to collect and analyze their data.

  • Findings & Discussion

    Describes the results of the analysis. Addresses the findings and places them into the context of the original problem or question.

  • Reflection Section

    Presents questions aimed at stimulating critical thinking about what has been read or predicting what might be presented in the next section. These questions are placed at the end of each of the main article sections.

  • Number Crunches

    Presents an easy math problem related to the research.

  • Glossary

    Defines potentially new scientific or other terms to students. The first occurrence of a glossary word is bold in the text.

  • Citation

    Gives the original article citation with an internet link to the original article.

  • FACTivity

    Presents a hands-on activity that emphasizes something presented in the article.


Science Education Standards

You will find a listing of education standards which are addressed by each article at the back of each publication and on our website.


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    Director, Natural Inquirer program

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Lessons

  • In small groups (or individually), students will read a Natural Inquirer or Investi-gator article and write a letter to the scientist, asking for clarification on at least four questions. This...

    Lesson Plan – Letter to a Scientist

    • Lesson Plan
    • Middle School
    • Upper Elementary
    • 2-3 Classroom Periods
    • Agriculture
    • Carbon
    • Citizen Science
    • Climate
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Guided reading
    • Letter Writing
    • Questioning
    • Scientist
    In small groups (or individually), students will read a Natural Inquirer or Investi-gator article and write a letter to the scientist, asking for clarification on at least four questions. This...
    Explore Lesson Plan Download Lesson Plan (PDF)
    Explore Lesson Plan Download Lesson Plan (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

  • The purpose of this lesson plan is to give students a chance to reflect on their reading and create poems to express what they have learned. The lesson plan is...

    Lesson Plan – Forest Poems

    • Lesson Plan
    • Middle School
    • Upper Elementary
    • 1 Classroom Period
    • Agriculture
    • Carbon
    • Citizen Science
    • Climate
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Creative Writing
    • Haiku
    • Nature
    • Reflection
    The purpose of this lesson plan is to give students a chance to reflect on their reading and create poems to express what they have learned. The lesson plan is...
    Explore Lesson Plan Download Lesson Plan (PDF)
    Explore Lesson Plan Download Lesson Plan (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

Additional Resources

  • 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
  • USDA Forest Service logo.

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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