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  • Beam Me Down, Scotty: The Use of Airborne and Satellite Technology to Measure Carbon in Hawaiian Forests
Cover of the Beam Me Down, Scotty article featuring an illustration of a satellite orbiting Earth
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Beam Me Down, Scotty: The Use of Airborne and Satellite Technology to Measure Carbon in Hawaiian Forests

  • Article
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Carbon
  • Carbon Storage
  • Climate
  • Diameter at Breast Height (DBH)
  • Inventory
  • Landsat
  • LiDAR
  • Mapping
  • Soil
  • Tropical Forest
Cover of the Beam Me Down, Scotty article featuring an illustration of a satellite orbiting Earth
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In this study, the scientists wanted to test a method of calculating the amount of carbon stored by plants across a large area of land. They chose the island of Hawai‘i to test their method. By combining both old and new technology, they could then create a carbon map of the whole island of Hawai‘i.

After the article, read a short essay about how Hawai'ians have cared for and valued their forest lands.

You can also read the cultural essay separately in the Cultural Essay tab below.

Beam Me Down, Scotty: The Use of Airborne and Satellite Technology to Measure Carbon in Hawaiian Forests

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Carbon dioxide in the atmosphere
  • Introduction
  • What is LiDAR?
  • Methods
  • What is DBH?
  • Findings
  • Discussion

Meet the Scientists

Greg Asner

Tropical Ecologist

My favorite science experience occurred in 2009 when my team and I climbed upward from the Amazon forests into the Andes mountains in Peru. After we made it to the... Read Full Bio

R. Flint Hughes

Ecologist

My favorite science experience was working with local villagers in the rain forests of southern Mexico. I was working to understand how deforestation and land use were changing those forests... Read Full Bio

Amanda Uowolo

Forest Ecologist

My favorite science experience occurred while collecting data on species diversity, density, and size in a forest in the Republic of Palau. We had our noses to the ground looking... Read Full Bio

Thinking About Science

You know that scientists do research to learn new things. They also do research to test what they believe to be true. Scientists may also do research to improve scientific methods. New types of technology are available all of the time. You can see changes in technology in the way that cell phones continue to be improved. Research that explores the use of new technologies helps all scientists to use the new technologies. Scientists use these technologies to tackle important questions in new ways that help us better understand our planet.

In this research, the scientists combined three different ways of gathering information: an older, traditional method along with two new technologies. The older method involved going out into the forest to collect information by hand. The two new technologies involved airplanes, satellites, and computers. By combining these three methods of collecting information, the scientists were able to produce new information. This new information increases our understanding about 1 million hectares of land– an area about the size of Connecticut. This research enabled the scientists to test a new scientific method that will help other scientists do research about large, diverse areas of forest.


Thinking About the Environment

Every tree contains carbon. If you remove the liquids from a tree, about one-half its weight is carbon. When trees are growing, they help to combat climate change by absorbing carbon from the atmosphere. Trees store carbon in their wood. When trees are cut and burned, the carbon in them is released back into the atmosphere in the form of carbon dioxide (CO2 ). There, it contributes to climate change by heating our planet. It is, therefore, important to protect our forests worldwide. When forests are left standing and protected, their carbon is kept out of the atmosphere and the forests are able to collect and store even more carbon.

 

Scientists want to know how much carbon our forests contain. Knowing the amount of carbon is the only way to keep track of any change over time. In a way, tracking the amount of carbon is like keeping track of your own weight. If you never weighed yourself, it would be hard to say for sure whether or how much weight you were gaining or losing. When you think about the amount of carbon in forests, you can see what a big job this tracking is. Forests cover a lot of land and are different in terms of their structure and types of species that live there. Scientists need to use new tools and technologies, therefore, to help them estimate how much carbon large areas of forests contain.

 

Carbon dioxide in the atmosphere

Without a certain level of carbon dioxide in the atmosphere, Earth would be too cold, and life as we know it could not exist. Within the past 100 years, however, more and more carbon dioxide has been emitted into the atmosphere. Too much carbon dioxide causes the planet to warm beyond its normal range. This increase in carbon dioxide emissions comes from human activities, such as burning fossil fuels. Although too much carbon dioxide in the atmosphere is contributing to global climate change, it is important to remember that a certain level of carbon dioxide in the atmosphere is necessary for life on Earth.

 


Introduction

You may have heard about carbon trading and carbon credits. These phrases refer to programs aimed at reducing carbon dioxide emissions to the atmosphere. These programs involve balancing an amount of carbon emissions with activities that reduce an equal amount of emissions. If someone were driving across the United States, for example, his or her car would emit a certain amount of carbon dioxide during the trip. To make up for these emissions, the driver might voluntarily contribute money to an organization that protects forests. To balance the car’s emissions, the driver would have to know three things: (1) how much carbon dioxide the car would emit during the trip, (2) how much forest land would contain that same amount of carbon, and (3) how much money it would take to help protect that much forest land.

 

A graphic of Hawai'i
Figure 1. Hawai‘i is the largest of the Hawaiian Islands.

In this study, the scientists were interested in the second item. They wanted to test a method of calculating the amount of carbon stored by plants across a large area of land. They chose the island of Hawai‘i to test their method. Hawai‘i is the largest island in the Hawaiian Islands (figure 1).

 

 

 

 

It contains 1,000,000 hectares. Hawai‘i has volcanoes, forests, pastures, grasslands, developed areas, and many types of ecosystems and land cover (figure 2). Hawai‘i is one of the most ecologically diverse places on Earth. It has areas with high rainfall and also deserts with low rainfall. It has areas at sea level and at very high elevations. Each of these areas contain a different amount of carbon. Forests, for example, hold more carbon than grasslands.

 

A land sat map image of the big island of Hawai'i
Figure 2. Hawai‘i contains a large variety of ecosystems. Each shade on this map represents a unique ecosystem or land cover. Forty types of areas, including ecosystems and land covers, are identified. 

 

 

Number Crunches

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In the past, people working directly on the land estimated the amount of carbon stored in plants. This method, although fairly accurate for the actual trees being measured, was expensive and took a long time to get enough samples. In addition, this method could estimate only the amount of carbon in small areas of land. This information was not enough to understand forests across large areas. Remember that there is now a need to understand how much carbon large areas of forest and other types of land cover store. To meet this need, the scientists decided to combine the old method with new technologies.

 

The scientists used new laser technology called Light Detection and Ranging (LiDAR). The scientists also used satellite technology that estimates how much land has certain types of vegetation. Combining old and new methods enabled the scientists to estimate the amount of carbon stored in different types of forests. They could then create a carbon map of the whole island of Hawai‘i.

 

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What is LiDAR?

A graphic showing a LiDar above trees
Figure 3. LiDAR enables scientists to measure vegetation over large areas of land.

LiDAR stands for Light Detection and Ranging. Light beams, or laser pulses, are sent from an airplane towards Earth. When the light beams reach something on Earth, they are reflected back to the airplane. A computer onboard calculates how long it takes the light beam to return. Because we know the speed of light and the technology can measure time accurately, the computer can calculate the distance between the airplane and the object on Earth that was hit by the light beam. Using LiDAR, scientists can calculate the height of many trees across large areas. When LiDAR is used in forests, some of the light beams travel through the leaves before being reflected back. This characteristic of LiDAR enables scientists to estimate the amount of vegetation between the ground and the treetops (figure 3).


Methods

The scientists used four steps to test their method for carbon mapping. First, they used existing maps of the land cover of Hawai‘i. People working on the land created some of these existing maps, and satellites and computers created others (figures 4 and 5).

 

A satellite in outer space above Earth

Figure 4. The National Aeronautics and Space Administration, or NASA, uses satellites to take photographs of Earth from space. This satellite is called Landsat. Scientists use Landsat to study Earth’s land cover. Image courtesy of NASA.

A landsat photograph of the large island in Hawai'i

Figure 5. A Landsat photograph of Hawai‘i. Image courtesy of http://geology.com.

Using these maps, the scientists identified the land cover of different areas. Using information from the satellite and a computer program, they identified areas that had forests and areas with no forests or those that might have been deforested (figure 6).

 

A map of Hawai'i showing where forest are
Figure 6. This map shows forests and other areas on Hawai‘i. A computer program called CLASlite, which stands for Carnegie Landsat Analysis System-Lite, created this map.

 

Have you used Google Earth to see objects on Earth close up? If you have, you can see how the scientists identified conditions of forests and other areas on Hawai’i using satellite photos. Google Earth uses Landsat photos, just like the scientists did.

 

The scientists then used LiDAR to better understand the vertical structure of the plants and trees (figure 7). About 25 percent of the island was sampled. The areas sampled included a wide variety of land cover and ecosystems.

 

A graphic showing 4 different types of forests
Figure 7. The vertical structure of a forest is the way the vegetation looks from the ground up to the treetops. Compare the vertical structure of these four different forests. What is similar and what is different about the vertical structure of these forests?

 

The third step was to identify areas on land to study in person. The scientists identified 126 areas for sampling where they established plots. Each plot was an imaginary circle with a radius of 30 meters. Each of these 126 plots had also been sampled using LiDAR. In each plot, the scientists identified and measured all trees that were 5 centimeters or larger diameter at breast height (DBH) (see sidebar). The scientists then used existing equations that related DBH to the amount of carbon in the tree. For example, trees with a DBH of 5 to7 centimeters were already known to contain a certain amount of carbon. In this way, the scientists were able to estimate the amount of carbon contained in each of the 126 plots.

 

Number Crunches

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What is DBH?

DBH stands for diameter at breast height. In the United States, this distance is 1.4 meters (about 4.6 feet) from the ground. This method is a standard way to measure the size of trees (figure 8). When the tree is growing on a hill, DBH is measured on the uphill side of the tree.

 

A scientist in a hard hat measuring a tree in a forest
Figure 8. One way to measure the size of a tree is to measure its diameter at breast height. Photo by Paul Scowcroft.

In Step 4, the scientists looked at the LiDAR information on vertical structure in each of the 126 plots. They compared this information with their direct measurements of the plants’ carbon content. The scientists discovered that the amount of carbon in each plot was related to the center of the vertical height of the trees. If the scientists could calculate the center of the vertical height of any forested area in Hawai‘i, they could estimate the amount of carbon being held in that area. Plots with taller trees, for example, held more carbon. In other words, the scientists found that by using LiDAR to identify the average height of the trees in an area, they could accurately estimate the amount of carbon stored by plants in that area.

 

The scientists then combined the vegetation maps that they used in Step 1 with the carbon estimates made using LiDAR in Step 4. If they identified an area as being deforested or degraded (Step 1), they reduced their estimate of the amount of carbon in that area. This method enabled them to apply the carbon estimates to each of the land cover areas in the existing maps. By applying carbon estimates to each area of land, they were able to create a carbon map of Hawai‘i.

 

Reflection Section

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Findings

The scientists discovered that the amount of carbon in an area was related to the type of soil and climate conditions in the area. Areas with older Hawaiian soils contained more carbon than areas with young soils. Areas of Hawai‘i with high rainfall contained more carbon than areas with lower rainfall. The scientists also found dry areas, whether they were warm or cool, contained smaller amounts of carbon (figure 9).

A landsat image of the big island with a key showing carbon density
Figure 9. Carbon map of Hawai‘i. In these two colors, the areas with the highest and lowest levels of carbon appear the same. The inset shows the level of detail in carbon mapping available prior to this method being tested. What differences do you see? Compare this map with the Landsat image in figure 5.

The scientists discovered that areas with little or no forest land contained less carbon than forested areas. Forests that had been planted in the 1930s in areas where rainfall was plentiful contained the highest amount of carbon.

Reflection Section

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Discussion

The scientists concluded that the use of LiDAR to estimate carbon is as accurate as making the estimates in person. Because LiDAR can be used over a large area, the cost of using LiDAR is much less than trying to make inperson estimates over the same large area. Using LiDAR, moreover, enables scientists to make carbon estimates in remote areas people would have a hard time visiting.

 

The scientists also concluded that after they made an initial carbon map, they can easily update it using Landsat photographs that show changes in land cover over time. In particular, Landsat photographs will show the locations of new deforestation and degradation as well as new forest growth. Existing carbon maps can be updated to show the decrease or increase in carbon storage due to these conditions.

 

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Adapted from: Asner, G.P.; Hughes, R.F.; Mascaro, J.; Uowolo, A.; Knapp, D.E.; Jacobson, J.; Kennedy-Bowdoin, T.; Lark, J.K. 2011. High-resolution carbon mapping on the million-hectare Island of Hawai‘i. Frontiers in Ecology and the Environment: 110301094720075 DOI: 10. 1890/100179. http://www.fs.fed.us/psw/publications/hughes/psw_2011_ hughes(asner)001.pdf.

PDF cover of the Hawaii Pacific Islands Natural Inquirer journal. Under the title is a rendering of the largest island with digital photos of different fauna and flora native to the island. The entire background is green with illustration of different green plants.

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  • PDF preview of the Beam Me Down, Scotty FACTivity.
    In this FACTivity, you will answer the question, “What are the similarities and differences of two recent studies of carbon storage in tropical forests?” You will identify how these studies...

    FACTivity – Beam Me Down, Scotty

    • Activity
    • Middle School
    • 1 Classroom Period
    • Carbon
    • Carbon Storage
    • Compare and Contrast
    • Landsat
    • LiDAR
    In this FACTivity, you will answer the question, “What are the similarities and differences of two recent studies of carbon storage in tropical forests?” You will identify how these studies...
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    • Download FACTivity (PDF)
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    Beam Me Down, Scotty: The Use of Airborne and Satellite Technology to Measure Carbon in Hawaiian Forests

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Glossary

View All Glossary
  • deforest

    (dē fȯr əst): To clear (an area) of forests; to remove trees from (an area).

  • degrade

    (di grād): To make the quality of something worse.

  • density

    (den(t) sə tē): (1) The quantity per unit of volume, unit of area, or unit of length; (2) the average number of individuals or units per unit of space.

  • diverse

    (dī vǝrs): Differing from one another.

  • diversity

    (dǝ vǝr si tē): The condition of having or being composed of differing elements; variety.

  • ecological

    (ē kə lä ji kəl): Of or relating to the environments of living things or to the relationships between living things and their environments.

  • ecosystem

    (ē kō sis tǝm): A system made up of an ecological community of living things interacting with their environment especially under natural conditions.

  • elevation

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

  • emit

    (ē mit): To throw or give off or out; to send out.

  • land cover

    (land kə vər): Data that documents how much of a region is covered by forests, wetlands, impervious surfaces, agriculture, and other land and water types, like wetlands or open water.  Definition from National Oceanic and Atmospheric Association (NOAA).

  • sample

    (sam pəl): A small subset group, representative of the entire group.

  • 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.

  • transpiration

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

  • vertical

    (vər ti kəl): Going straight up or down from a level surface.

  • Photo of Greg Asner standing in a green grassy area with a tall bush behind him. He is holding a measuring device and wears a small laptop hanging from his chest.

    Greg Asner

    Tropical Ecologist

    My favorite science experience occurred in 2009 when my team and I climbed upward from the Amazon forests into the Andes mountains in Peru. After we made it to the...
    View Profile
  • Headshot of Dr. R. Flint Hughes. The background is a green wooded area.

    R. Flint Hughes

    Ecologist

    My favorite science experience was working with local villagers in the rain forests of southern Mexico. I was working to understand how deforestation and land use were changing those forests...
    View Profile
  • Photo of Amanda Uowolo kneeling in a tall grassy area.

    Amanda Uowolo

    Forest Ecologist

    My favorite science experience occurred while collecting data on species diversity, density, and size in a forest in the Republic of Palau. We had our noses to the ground looking...
    View Profile

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  • Education Standards
  • Educator Guide
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  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • PS4.A-M1
    A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.
  • 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.
  • 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.
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.
  • Global Connections
  • People, Places, and Environments
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is a Natural Inquirer Journal?

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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.

 

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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 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

  • PDF preview of the Cultural Essay Lesson plan.
    This lesson plan can be paired with any of the cultural essays from the Hawai’i-Pacific Islands edition of Natural Inquirer. After a brief introduction, students will read the cultural essay...

    Lesson Plan – Cultural Essay

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • Social Science
    • Culture
    • Human Impacts
    • Reading for Information
    This lesson plan can be paired with any of the cultural essays from the Hawai’i-Pacific Islands edition of Natural Inquirer. After a brief introduction, students will read the cultural essay...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Hawaii Pacific Islands - Vol. 1 No. 16

  • PDF Preview of the Summary & Present Lesson Plan
    Students work in groups to analyze the Natural Inquirer article research study and give a brief presentation on their findings to their classmates. This lesson plan can be used with any Natural...

    Lesson Plan – Summarize and Present

    • 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
    • Class Discussion
    • Presentation
    Students work in groups to analyze the Natural Inquirer article research study and give a brief presentation on their findings to their classmates. This lesson plan can be used with any Natural...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

Education Files

Care for the Land ("Mālama ‘Āina")

This research highlights the importance of Hawaiian forests as places where carbon is stored on Earth. When forests are healthy, more carbon is stored on Earth. This can prevent more carbon dioxide, or CO2, from entering the atmosphere. Most CO2 enters the atmosphere from burning fossil fuels. Too much of this gas contributes to the planet’s warming. Reducing CO2 in the atmosphere, therefore, will slow climate change. Forests also provide other benefits. They provide homes for animals, protect soil and water, and provide places for people to enjoy.

Forests provide wood and nontimber products for buildings, furniture, musical instruments, medicine, food, and art. We recognize these benefits of forests today. Because we recognize these benefits, we take action to protect our forests. Did early Hawaiians understand the benefits they received from their forests? If so, did they take action to protect their forests? What did they do?

In 1987, Marion Kelley concluded that early Hawaiians had a strong tradition of caring (“mālama”) for the land (“‘āina”). They had an unwritten rule to take only what was needed from the island forests. This unwritten rule was explained by the following proverb: “Hahai no ka ua i ka ulula‘au,”–“The rains always follow the forests.” Early Hawaiians observed that rains were associated with forests. We know now that tropical forests are dense and trees are tall where rain is plentiful. We also know that tree growth results in transpiration that can create mist and clouds that encourage rain. Because water is critical to life, the early Hawaiian observations about the relationship between rain and trees served them well. They cut down only the trees they needed. By cutting only what they needed, they made sure that rains would continue coming to their forests. Because they took only what they needed, the forests were available for generations of Hawaiians to use and enjoy.

The forests of Hawai‘i are still loved and cared for today. In the Hawaiian Islands, the concept of mālama ‘āina is passed from parents to children. For example, Kamuela Meheula-Naihe of the First Nations’ Futures Program, wrote “As a keiki, I spent most of my time outdoors. My parents taught me the concept of mālama ‘āina at a young age. I grew up always having a garden, spending a lot of time at the ocean and in the mountains. Because of these experiences [. . .] I am deeply connected to the environments around me.” (From http://www.fnfp.org/.)

How do the people in your family and community feel about the land? How do you feel about using forests and protecting them? What can we learn from the concept of mālama ‘āina?

Jump To

  • Additional Resources

Additional Resources

  • NASA: Landsat Science

    The NASA/USGS Landsat Program provides the longest continuous space-based record of Earth’s land in existence. Landsat data give us information essential for making informed decisions about Earth’s resources and environment.

    Visit Website
  • National Oceanic and Atmospheric Administration: Carbon Cycle

    NOAA offers educational resources, like articles, activities, and lesson plans, about the carbon cycle.

    Visit Website
  • USGS: "Fifty Years of Landsat: Observing Global Forests from above the Canopy"

    Learn more about how the Landsat Program has helped to monitor forests worldwide.

    Visit Website
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  • 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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