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  • All Over the Map: Investigating the Did You Feel It? Citizen Science System
The cover for 'All Over the Map' article. The main image is the USGS Community Internet Intensity Map of a section of Virginia.
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All Over the Map: Investigating the Did You Feel It? Citizen Science System

  • Article
  • Middle School
  • 1 Classroom Period
  • Citizen Science
  • Crowdsourcing
  • Data Collection
  • Earthquakes
  • Fault Lines
  • Internet
  • Mapping
  • Natural Disasters
  • Seismograph
  • U.S. Geological Survey
The cover for 'All Over the Map' article. The main image is the USGS Community Internet Intensity Map of a section of Virginia.
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The Did You Feel It? (DYFI) system allows Internet users to report earthquake data when they feel an earthquake. The data submitted are put into computer programs that create "Did You Feel It?" Maps. More than 4 million entries have been submitted from 1999 to 2017. The scientists wanted to know how the DYFI system changed from 1999 to 2013. Additionally, the scientists wanted to measure the accuracy and timeliness of the DYFI system data.

 

All Over the Map: Investigating the Did You Feel It? Citizen Science System

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • What Is the National Earthquake Information Center (NEIC)?
  • Introduction
  • Methods
  • Findings
  • Citizen Science Connections
  • Discussion

Meet the Scientists

David Wald

Earthquake Seismologist

My favorite science experience is coming up with new (or even obvious) ways for solving tough problems while doing something unrelated: running, hiking, daydreaming. When an idea or solution pops... Read Full Bio

Bruce Worden

Earthquake Seismologist

I enjoy bringing data together with theory. Sometimes the data tell you that your idea could be right, and other times you discover that you are wrong. Either way, you’ve... Read Full Bio

What Kinds of Scientists Did This Research?

  • Earthquake seismologist: This type of scientist studies earthquakes and the waves (or vibrations) created by earthquakes.

Thinking About Science

Scientists gather, analyze, and evaluate data to solve problems or gain additional information about a topic. Scientists work in many different areas of the world and study a wide variety of topics. Did you know that you can help scientists with their work? Individuals who help scientists collect data are called citizen scientists. Citizen scientists are valuable because citizen scientists enable scientists to gather more data and cover more areas than the scientists would be able to do by themselves.

 

Citizen scientists often use the Internet to submit data, and citizen science takes a variety of forms. Examples of some citizen science projects include gathering data about soil, asteroids, weather, plants, migratory dragonflies, and earthquakes. Citizen scientists usually have some degree of training in gathering data. Sometimes, however, citizens help with gathering scientific data but have not received training. When this happens, the work they do is referred to as citizen-based science.

 

The scientists in this study were particularly interested in earthquakes and the data provided by citizen-based science related to earthquakes.


Thinking About the Environment

An earthquake happens when two blocks of earth move past each other suddenly (figure 1). The movement of the two blocks of earth causes a release of energy which in turn creates vibrations and movement in the surrounding area.

 

An illustration on a map of an earthquake on the San Andreas Fault
Figure 1. An earthquake occurs when two blocks of earth move past each other suddenly. FIND Outdoors illustration by Stephanie Pfeiffer.

 

The place at which the two blocks of earth move past each other is called the fault or fault line. Earthquakes typically start deep within Earth. The point on Earth’s surface above where the earthquake starts is called the epicenter (figure 2).

 

An illustration of an epicenter of an earthquake on a fault line
Figure 2. The epicenter is the point on Earth’s surface above where the earthquake starts. Illustration by Stephanie Pfeiffer.

 

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The U.S. Geological Survey is the Federal Government agency that monitors and studies earthquakes. Earthquakes are recorded by instruments called seismographs (figure 3).

 

An illustration of a seismograph
Figure 3. Seismographs are instruments used to detect and record earthquakes. The seismograph has a base that sits firmly on the ground with a heavy weight that hangs free. When an earthquake occurs, the base of the seismograph moves, but the weight does not move. The spring in the seismograph absorbs the movement instead. The seismograph records the difference in position between the shaking part of the seismograph and the motionless part of the seismograph. FIND Outdoors illustration by Stephanie Pfeiffer.

The first seismographs were used in 1890. Since that time, a seismographic network has been built across the United States called the Advanced National Seismic System (figure 4).

 

A map of the U.S. with triangles where every seismic station is.
Figure 4. The Advanced National Seismic System has seismic stations across the Nation. Is a station located near where you live? FIND Outdoors map by Carey Burda and Stephanie Pfeiffer.

 

Additionally, a larger, global network called the Global Seismographic Network has locations across the planet (figure 5). These two networks of seismographs collect data about the occurrence of earthquakes.

 

A map of the Global Seismographic Network
Figure 5. The Global Seismographic Network has locations across the globe. FIND Outdoors map by Carey Burda and Stephanie Pfeiffer.

 

Information from the seismographs help scientists assign a magnitude to an earthquake. Magnitude measures the energy released at the source of an earthquake. Another earthquake measurement is called intensity. Intensity is a measurement of the strength of shaking at a certain location; and an earthquake produces many intensities of shaking at different locations. The Modified Mercalli Intensity Scale is used to measure intensity (figures 6a and 6b). The following table gives intensities that are typically
observed at locations near the epicenter of earthquakes of different magnitudes.

Figure 6a. A comparison of magnitude and intensity measurements for earthquakes.
MagnitudeTypical Maximum Modified Mercalli Intensity
1.0-3.0 I
3.0-3.9II-III
4.0-4.9IV-V
5.0-5.9VI-VII
6.0-6.9VII-IX
7.0 and higherVIII or higher
A table showing a more complete version of the Mercalli Modified Intensity Scale
Figure 6b. This figure shows a more complete version of the Mercalli Modified Intensity Scale. Abridged from The Severity of an Earthquake, a U.S. Geological Survey General Interest Publication.
1989: 288–913.

When an earthquake occurs, scientists want to gather as much data as possible. These data enable scientists and decisionmakers to more successfully respond to and prepare for earthquakes.

What Is the National Earthquake Information Center (NEIC)?

A meeting room at USGS
NEIC meeting room. Photo courtesy of David Wald.

The National Earthquake Information Center (NEIC) is part of the U.S. Geological Survey and is located in Golden, Colorado. The NEIC has three main missions: (1) to locate and determine the size of an earthquake as quickly as possible, (2) to collect and provide data about earthquakes
to scientists and the public, (3) to maintain an active research program to improve understanding and response
to earthquakes. The NEIC reports on earthquakes registering a magnitude of about 2.5 or greater in the United States and about 4.5 or greater in other locations around the world. Currently, the NEIC reports on approximately 30,000 earthquakes per year. Based on this number, how many earthquakes occur each day on average?

To learn more about NEIC, visit http://earthquake.usgs.gov/contactus/golden/neic.php.

A map of the U.S. highlighting the NEIC
The NEIC is located in Golden, Colorado. FIND Outdoors map by Carey Burda and Stephanie Pfeiffer.

Introduction

The Advanced National Seismic System is a nationwide network of seismographs. These seismographs gather and record data about a wide variety of earthquakes across the Nation. However, some earthquakes in remote areas are not recorded due to the lack of seismographs in the area. Some scientists wanted to get a more complete description of earthquakes, including their effects and the extent of damage. The scientists thought that information provided by citizens experiencing earthquakes would be useful. To capture this information, the “Did You Feel It?” (DYFI) system was created in 1997.

 

The DYFI system allows Internet users to report earthquake data when they feel an earthquake. The data submitted are put into computer programs that create “Did You Feel It?” Maps. The data collected are used to create color-coded maps based on the ZIP Codes. The map colors correspond to the earthquake intensity reported by the DYFI users (figure 7). More than 4 million entries have been submitted from 1999 to 2017.

 

An illustration of the DYFI map shows data entries from 1999 to 2013.
Figure 7. The DYFI map shows data entries from 1999 to 2013. Map courtesy of the U.S. Geological Survey.

 

The scientists wanted to know how the DYFI system changed from 1999 to 2013. The scientists wanted to know the advantages and disadvantages of gathering earthquake intensity data through a citizen-based science network. Additionally, the scientists wanted to measure the accuracy and timeliness of the DYFI system data.

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Methods

The scientists examined more than 10 years of data from the DYFI system. The scientists compared these data to other earthquake maps and data gathered by the U.S. Geological Survey. National Seismic Hazard Maps are produced every 6 years and display potential earthquake ground motions based on differing levels of probability. These maps help people understand the probability that earthquake ground motion will occur in certain areas. Earthquake ground motion is how much the Earth shakes in response to the earthquake’s seismic waves.

 

The ground motion probabilities are indicated by different colors on the map. For example, colors on the 2008 map show the levels of horizontal shaking. Horizontal shaking is the ground movement that goes in a horizontal motion. The map shows the chance that in a 50-year period this horizontal shaking will occur (figure 8).

 

An illustration of a U.S. map showing seismic activity
Figure 8. Where do you see the highest levels of probability? Map courtesy of the U.S. Geological Survey.

 

The scientists compared the 2008 National Seismic Hazard Map to a national map based on 10 years of DYFI data (figure 9). Intensity levels are color coded to approximately match each other.

 

An illustration of a U.S. map with highlighted areas with seismic activity
Figure 9. Compare this map to the map in Figure 8. What is one similarity between the maps? What is one difference between the maps? Map courtesy of the U.S. Geological Survey

 

The DYFI national map is based on 1.6 million individual entries from more than 25,000 ZIP Codes. The scientists also compared the DYFI data with ShakeMaps (figure 10). ShakeMaps are maps that represent the ground shaking produced by an earthquake as recorded on the seismic instruments. An earthquake produces a wide variety of ground shaking depending upon the ground’s distance from the earthquake’s epicenter, the rock and soil conditions, and differences in the seismic waves moving through Earth’s crust.

 

A Shakemap

A Shakemap
Figure 10. ShakeMaps show the ground shaking produced by an earthquake as
recorded by the seismic instruments. Maps courtesy of U.S. Geological Survey.

The scientists also compared the data from 10 years of DYFI entries to measure the accuracy and timeliness of the data. The scientists used computers and computer software to analyze the data.

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Findings

Before the DYFI system, collecting shaking intensity information from citizens in an area impacted by an earthquake required a great deal of effort and time. The data weren’t available until long after the earthquake occurred, and the amount of data was relatively small and sparse. Because of the immense effort required to collect shaking data, intensity maps using the Modified Mercalli Intensity Scale were rarely made for earthquakes with a magnitude of less than 5.5.

 

DYFI has changed all that! Since DYFI makes collecting the data fast and easy, the scientists found that they can collect information for earthquakes with any magnitude, as long as it was felt. Previously, in areas where there were no seismic instruments close by, some small-magnitude earthquakes were not recorded at all. The scientists found that, based on the data provided through DYFI, even earthquake events with less than a magnitude 2.0 are routinely reported. They also found that the DYFI data are timely. The scientists calculated that, after an earthquake, approximately 62,000 responses are processed in an hour, or around 1,000 responses per minute!

 

DYFI maps are created not only for earthquakes, but also for other events that cause shaking and vibrations. These other events include mining events and other explosions, supersonic aircraft flights, and bolides.

What Is a Bolide?

A bolide is an astronomical word for exceptionally bright meteors that can be seen over a wide area. Some people also refer to bolides as fireballs. For more information on bolides, visit the National Aeronautics and Space Administration Near Earth Object Program website at http://neo.jpl.nasa.gov/fireballs/.

A shooting star in a mountainscape

Additionally, the DYFI data accuracy is high. The scientists found that the large amount of data that is collected through DYFI provides more accurate information overall. The large amount of data could be compared and averaged, and any responses that seemed out of the ordinary could be discarded.

 

The quality and quantity of DYFI data, however, ultimately depends on how many people experience an earthquake and how many have access to the Internet. Areas with large populations and easy access to the Internet provide better quality and greater quantities of data. The scientists also found that DYFI data from citizen scientist reports usually agree with the ShakeMap data recorded by seismic instruments.

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Out of This World Science!

People have become accustomed to using the DYFI system for events that cause shaking. People are so used to reporting to the DYFI system that a descending space shuttle flying over Los Angeles caused enough entries to create its own DYFI page. The DYFI users provided so much data that an accurate map of the re-entry trajectory of the spacecraft could be created!

A plane with a parachute in the back on a runway

Citizen Science Connections

A Woodsy Owl mascot
Woodsy Owl’s message is “Give a hoot, don’t pollute” (Forest Service photo by Tanya Flores)

The Did You Feel It? (DYFI) system was created to gather information about earthquakes from the people who experience the earthquakes. Using the Internet, scientists can get information quickly about what citizens experience and the effects of earthquakes. Scientists who study earthquakes combine the citizen-based science data from DYFI with state-of-the-art data collection technology.

Did You Feel It? lets citizen scientists:

  • Search and view data on earthquakes around the world;
  • Report earthquake events in their location;
  • Learn about the science of earthquakes.

Did You Feel It? is a project of the U.S. Geological Survey. The DYFI system has collected nearly 3 million data points from citizen scientists since 1997. For more information about the DYFI system, visit https://earthquake.usgs.gov/data/dyfi.

 

US Geological Survey logo.


Discussion

With the DYFI system, U.S. Geological Survey scientists said that they can now monitor and collect data on all felt and reported earthquakes. The DYFI system also provides other benefits. The scientists found that the DYFI system helps educate the public. The system provides a human perspective on an earthquake and creates data that scientists can use to help understand earthquakes better.

 

The DYFI system also provides emotional support to people experiencing an earthquake. The system gives citizens the opportunity to share and confirm their experiences with each other. The DYFI system provides high-quality and timely data about earthquakes. This information allows scientists to better understand and respond to earthquake events.

 

Additionally, the scientists found limitations to the DYFI system. They found that the highest rates of response came from areas with large populations, easy Internet access, and a lack of significant damage and power outages. Therefore, the DYFI system may lack entries from areas harder hit by earthquakes.

 

These missing data would be important for better understanding an earthquake. However, the main purpose of the DYFI system is to provide scientists with more data to evaluate earthquakes after they have occurred. The DYFI system has provided scientists and the public with more data about earthquakes. Moreover, these data are provided in a timely manner.

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Adapted from Wald, D.J.; Quitoriano, V.; Worden, B.; Hopper, M.; Dewey, J.W. 2011. USGS “Did You Feel It?” Internet-based macroseismic intensity maps. Annals of Geophysics. 54(6):688-707

The cover for Citizen Science Journal. The main image is a collage of photos of two different group of students. The top image the group are in a forest and all looking through binoculars, and the bottom image the group is wearing green shirts.

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  • PDF preview of All Over the Map FACTivity.
    The questions you will answer in this FACTivity are: How do the number of earthquakes from the 1990s compare to the number of earthquakes in the 2000s? How do the...

    FACTivity – All Over the Map

    • Activity
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    The questions you will answer in this FACTivity are: How do the number of earthquakes from the 1990s compare to the number of earthquakes in the 2000s? How do the...
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    The questions you will answer in this FACTivity are: How does the seismic data compare between different States? What is the seismic activity like in your State? What does the...

    Alternate FACTivity – All Over the Map

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    The questions you will answer in this FACTivity are: How does the seismic data compare between different States? What is the seismic activity like in your State? What does the...
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Glossary

View All Glossary
  • accustomed

    (ə kəs təmd): Being in the habit or custom.

  • astronomical

    (as trə nä mi kəl): Of or relating to astronomy, which is the scientific study of stars, planets, and other objects in outer space.

  • bolide

    (bō līd): A large meteor or fireball; especially, one that explodes.

  • invigorate

    (in vi gə rāt): To cause (something) to become more active and lively.

  • magnitude

    (mag nə tüd): Size, quantity, number, or extent of something (such as the strength of an earthquake).

  • migratory

    (mī grǝ tȯr ē): Of, relating to, or characterized by moving, usually periodically, from one region or climate to another for feeding or breeding.

  • probability

    (prä bə bi lə tē): A measure of how often a particular event will happen if something (such as tossing a coin) is done repeatedly.

  • seismic

    (sīz mik): (1) Of, subject to, or caused by an earthquake; (2) of or relating to an earth vibration caused by something else (such as an explosion or the impact of a meteorite).

  • supersonic

    (sü pər sä nik): Faster than the speed of sound.

  • trajectory

    (trə jek t(ə-)rē): The curved path along which something (such as a rocket) moves through the air or through space.

  • David Wald gives a presentation in a USGS studio.

    David Wald

    Earthquake Seismologist

    My favorite science experience is coming up with new (or even obvious) ways for solving tough problems while doing something unrelated: running, hiking, daydreaming. When an idea or solution pops...
    View Profile
  • Bruce Worden stands on top of a large boulder and looks out at the scenery.

    Bruce Worden

    Earthquake Seismologist

    I enjoy bringing data together with theory. Sometimes the data tell you that your idea could be right, and other times you discover that you are wrong. Either way, you’ve...
    View Profile

Jump To

  • Education Standards
  • Educator Guide
  • Lesson Plans
  • Education Files

Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ESS1.C-M2
    Tectonic processes continually generate new ocean seafloor at ridges and destroy old seafloor at trenches.
  • 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.
  • 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.
  • ESS3.B-M1
    Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces, can help forecast the locations and likelihoods of future events.
  • PS2.A-M2
    The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
  • PS3.B-M1
    When the motion energy of an object changes, there is inevitably some other change in energy at the same time.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
  • Cite specific textual evidence to support analysis of science and technical texts.
  • By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
  • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • 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.
  • 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.
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
  • 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).
  • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
  • Individuals, Groups, and Institutions
  • People, Places, and Environments
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is a Natural Inquirer Journal?

Three Natural Inquirer journal covers with NI bee

 

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.

 

A screenshot of the article resource tile for "A Flame Changer" showing the three different format option buttons.

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?

Here, we'll go into more detail about the parts of a Natural Inquirer article and give you some ideas about how they can be used.
  1. 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.

    A sample Meet the Scientists page, showing four different scientists
  2. 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”).

    A sample Thinking About Science page from a recent monograph
  3. 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”).

    A sample "Thinking About the Environment" section from a recent monograph
  4. 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.

    A sample introduction page from "Hidden in Plain Sight"
  5. 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.

    A sample methods section of a monograph article showing a map
  6. 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.

    The beginning of a Findings section featuring a large data table
  7. 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.

    The beginning of the conclusion of "Hidden in Plain Sight"

Additional Resources on the Website

A screenshot of the product tabs for an NI monographOn 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.

A screenshot of the citation for "Lights, Camera, Tracks"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

  • PDF preview of Citizen Science Lesson Plan.
    In this lesson, students will use graphic organizers to help guide their reading of an article. Materials: Graphic organizers (included) Writing utensil This lesson plan can be used with any...

    Lesson Plan – Reading Graphic Organizers

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Graphic Organizer
    • Guided reading
    • Reading for Information
    • Reflection
    In this lesson, students will use graphic organizers to help guide their reading of an article. Materials: Graphic organizers (included) Writing utensil This lesson plan can be used with any...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Citizen Science - Vol. 19 No. 1

  • PDF preview of Freshwater lesson plan.
    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

    • Lesson Plan
    • High School
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Creative
    • Guided reading
    • Story Telling
    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...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Freshwater - Vol. 18 No. 1

  • PDF Preview of Twitter Team Lesson Plan
    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

    • Lesson Plan
    • High School
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Reading Comprehension
    • Reading for Information
    • Science Writing
    • Summarize
    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...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Hawaii Pacific Islands - Vol. 1 No. 16

Education Files

Citizen Science Connections

The Did You Feel It? (DYFI) system was created to gather information about earthquakes from the people who experience the earthquakes. Using the Internet, scientists can get information quickly about what citizens experience and the effects of earthquakes. Scientists who study earthquakes combine the citizen-based science data from DYFI with state-of-the-art data collection technology.

Did You Feel It? lets citizen scientists:
• Search and view data on earthquakes around the world;
• Report earthquake events in their location;
• Learn about the science of earthquakes.
Did You Feel It? is a project of the U.S. Geological Survey. The DYFI system has collected nearly 3 million data points from citizen scientists since 1997.

Learn more at their website: Did You Feel It? (usgs.gov).

Jump To

  • Additional Resources

Additional Resources

  • U.S. Geological Survey: Did You Feel It?

    Did You Feel It? (DYFI) collects information from people who felt an earthquake and creates maps that show what people experienced and the extent of damage.

    Visit Website
  • U.S. Geological Survey: Earthquake Hazards Program

    The USGS monitors and reports on earthquakes, assesses earthquake impacts and hazards, and conducts targeted research on the causes and effects of earthquakes. We undertake these activities as part of the larger National Earthquake Hazards Reduction Program (NEHRP), a four-agency partnership established by Congress.

    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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