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  • Caribbean Cruise: Examining the Movement and Quality of Organic Matter Over Time From Two Caribbean Watersheds
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Caribbean Cruise: Examining the Movement and Quality of Organic Matter Over Time From Two Caribbean Watersheds

  • Article
  • Middle School
  • 1 Classroom Period
  • Water
  • Wilderness
  • Biodiversity
  • Data Trends
  • Hurricane
  • Particulate Organic Matter
  • Tropical Forest
  • Watershed
Caribbean Cruise cover for the article. The main image is of a stream bed.
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Particulate organic matter (POM), which consists of small pieces of twigs, leaves, soil, and other items found in the water, is an important component of an ecosystem and the food web. In this study, the scientists wanted to study a certain type of POM called coarse particulate organic matter, or CPOM. The scientists wanted to figure out how the amount and quality of CPOM changed over a period of time in the Luquillo Experimental Forest.

 

Caribbean Cruise: Examining the Movement and Quality of Organic Matter Over Time From Two Caribbean Watersheds

Jump To

  • Meet The Scienctists
  • What Kinds of Scientists Did This Research?
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • Methods
  • Findings
  • Hurricane Hugo
  • Discussion

Meet The Scienctists

Tamara Heartsill Scalley

Ecologist

One of my favorite experiences was sampling for aquatic fauna in the headwater streams at the highest elevations of the Luquillo Experimental Forest. The Elfin Cloud Forests have many small... Read Full Bio

Samuel Moya

Biologist

My favorite science experience is installing new scientific equipment and sensors on experimental sites. New sensors allow me to see more accurate results using graphics and statistical methods. Read Full Bio

Ariel Lugo

Tropical Ecologist

“My favorite science experience is trying to understand the functioning of natural ecosystems in collaboration with bright people, including high school students.” “[Another] favorite science experience is interacting with other... Read Full Bio
An illustration showing above sea level, sea level, and below sea level elevations.

Figure 1. Observe the change in elevation. FIND Outdoors illustration by Stephanie Pfeiffer.

Moss growing in a forest

Figure 2. Moss is growing in the forest.
Photo courtesy of Jessica Nickelsen.

What Kinds of Scientists Did This Research?

  • Biologist: This scientist studies living organisms and living systems.
  • Ecologist: This scientist studies the relationships of living things with each other and the nonliving environment.
  • Tropical ecologist: This scientist studies the relationships of living things with each other and the nonliving environment in tropical regions. Tropical regions are areas located between the Tropic of Cancer and the Tropic of Capricorn (figure 3).

 

An illustration of the regions on a globe
Figure 3. Tropical regions are areas located between the Tropic of Cancer and the Tropic of Capricorn. FIND Outdoors illustration by Stephanie Pfeiffer.

 

Thinking About Science

Sometimes it is useful for scientists to study something over a long period of time. The Forest Service created 81 experimental forests and ranges with this idea in mind (figure 4). The Forest Service started setting up these experimental areas in 1908. Most of the experimental areas are at least 50 years old. These areas are useful for scientists because they provide scientists with the opportunity to observe and conduct experiments in an area over a long period of time.

 

A map of the United States with dots indicating each experimental forest
Figure 4. Experimental forests and ranges can be found throughout the United States. Find the one closest to where you live. FIND Outdoors map by Carey Burda.

 

When scientists are able to gather information over several years, they can gain a better idea of what is happening in the area. For example, think about a time in school when a student does not give his or her best effort with schoolwork. Then the student has several years in which he or she gives his or her best effort. If the student were given a choice to be evaluated over the short time period when they didn’t give their best effort or the longer time period, the student would want to be judged on the schoolwork done over the longer period of time. The longer time period would provide better information about the student. Similarly, scientists gain a deeper understanding of what is happening when they can review several years of data. Scientists are also able to identify trends in the data this way. In this article, you will learn about an experimental forest located in Puerto Rico (figure 5).

 

A map highlighting Puerto Rico
Figure 5. Puerto Rico is a territory of the United States located in the northeast Caribbean Sea. Map by Carey Burda.

 

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Thinking About the Environment

A watershed is the area that drains to a common waterway,
such as a stream, lake, estuary, wetland, aquifer, or even the
ocean (figure 6). Understanding the activities that occur within watersheds and the location of the watershed is important. The activities and location can affect the watershed’s water quality.

 

Illustration of the Mississippi River Network
Figure 6. A watershed is the area that drains to a common waterway, such as a stream, lake, estuary, wetland, aquifer, or even the ocean. FIND Outdoors illustration by Stephanie Pfeiffer.

 

In this research, scientists studied two watersheds in Puerto Rico. The watersheds are located in tropical forests. Tropical forests are unique because they are located near the Equator (figure 7).

 

Am illustration of the globe labeling the northern and southern hemisphere
Figure 7. The Equator is an invisible line around the middle of planet Earth. It is located at zero degrees latitude. The Equator divides the planet into the Northern and Southern Hemispheres.
Illustration by Stephanie Pfeiffer.

 

These forests have a high degree of biodiversity and are characterized by a lack of a winter and the occurrence of only two seasons: a wet season and a dry season. In particular, the drainage areas for the watersheds the scientists studied are located in a tabonuco (tä bə nü kō) forest. This type of forest has tall trees and very little light reaches the forest floor. The tabonuco tree (Dacryodes excelsa) dominates the tabonuco forest. The tabonuco tree can grow up to 100 feet tall (figures 8a and 8b).

 

Tabonuco tree growing in a forest

Figure 8a. The tabonuco tree can grow up to 100 feet tall. In Puerto Rico, the tabonuco tree is found mostly in lower elevations of mountainous areas. Photo courtesy of Jerry Bauer.

The tabonuco tree oozing sap.

Figure 8b. The tabonuco tree oozes sap. Photo courtesy of Jerry Bauer.

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Introduction

The scientists chose to study two of the Bisley Experimental Watersheds in the Luquillo Experimental Forest (figure 9).

 

A map of puerto Rico highlighting the Luquillo experimental forest.
Figure 9. Bisley Experimental Watersheds are
located in the Luquillo Experimental Forest. FIND Outdoors map by Carey Burda.

 

Luquillo Experimental Forest shares its boundaries with El Yunque (ū(ng) kā) National Forest. Because the watersheds are located within the Luquillo Experimental Forest, the scientists could observe and record how things changed over a long period of time. For this research, the scientists studied particulate organic matter (POM).

 

POM consists of small pieces of twigs, leaves, soil, and other items found in the water (figure 10).

 

POM in a stream
Figure 10. Particulate organic matter (POM) is an important component of an ecosystem and the food web. Photo courtesy of Babs McDonald.

 

POM measurements are important for several reasons. For example, POM is a source of food and energy for many animals. POM keeps some environmental pollutants out of the water by binding heavy metals and pesticides. POM also serves other roles in an ecosystem such as being an important part of the food web. POM is a part of the decomposition process of the food web (figure 11).

 

An illustration of a food web in an ecosystem
Figure 11. Particulate organic matter (POM) is part of the decomposition process of the food web. FIND Outdoors illustration by Stephanie Pfeiffer.

 

In this research, the scientists examined the amount and types of a particular type of POM called coarse particulate organic matter (CPOM). CPOM is the pieces of organic material that falls into or is carried into the river. CPOM is generally greater than 1 millimeter (mm) in size. Examples of CPOM are leaves, sticks, and other pieces of plant material. Because CPOM is an important component of an ecosystem and food webs, the scientists wanted to figure out how the amount and quality of CPOM changed over a period of time.

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Methods

The scientists collected data from the two watersheds from 1987 to 2005. The scientists collected mean annual rainfall, size of watershed area, stream channel length, as well as dates of hurricanes and other natural disturbances, such
as drought (figure 12).

 

A graph showing average rainfall at the site over 20 years
Figure 12. A lot of data change over time. In this graph, you can see what happened to the mean annual rainfall at the study site between 1988 and 2008. FIND Outdoors illustration by Stephanie Pfeiffer.

 

The scientists wanted to know how much CPOM was being exported from the watersheds. After CPOM is in the water, it undergoes some amount of decomposition. The amount that actually leaves the watershed is the amount that is exported. From 1987 to 2005, scientists collected CPOM that was trapped in metal mesh traps that they placed in the streams.

 

The scientists collected CPOM every other Tuesday and following large storms. The metal mesh traps were placed across the stream channels (figure 13).

 

Mesh trap placed across a stream to collect CPOM
Figure 13. Mesh traps were placed across the stream channels to collect coarse particulate organic matter (CPOM). Photo courtesy of Tamara Heartsill Scalley.

 

Scientists tested several mesh traps and sizes from 1987 to 1989. These test traps broke during periods of high water flow. Since 1989, however, the traps the scientists designed did not break. These traps recorded accurate measurements of CPOM by collecting all the CPOM going into the trap.

 

The scientists also completed chemical analysis on some of the samples to see what kinds of elements were in the CPOM. Elements are important to both living and nonliving things. For example, approximately 96 percent of the human body is made up of four elements: carbon, oxygen, hydrogen, and nitrogen. In this study, the scientists measured elements such as carbon, nitrogen, phosphorus, potassium, and calcium in the CPOM.

The Periodic Table and Symbols

The periodic table (figure 14) is a table that arranges the chemical elements by atomic number. Each element has a letter or several letters that identify it in a simpler way and is called a symbol. For example, the symbol for carbon is C and the symbol for oxygen is O. Look at the periodic table and find the symbols for the elements the scientist studied: nitrogen, phosphorus, potassium, calcium, aluminum, magnesium, iron, and manganese.

A graphic with the first 4 rows of the periodic table

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Findings

During the 18-year study period, the scientists found several things. The highest CPOM export through the watershed occurred before and during Hurricane Hugo. The scientists found that other tropical storms and hurricanes after Hurricane Hugo did not create as much CPOM export as during the time of Hurricane Hugo.

 

Relatively high exports of CPOM were recorded from 1995 to 2000 (figure 15). The greatest export of leaves (which are part of CPOM) occurred during April, May, and September. These months have the most intense rain showers and the greatest number of plants with falling leaves. During this time, the leaves are mostly falling because of storms, wind, and rain, and they are still green when they fall. Therefore, these leaves have different nutrients and different chemical composition than leaves that fall in the dry season from natural aging.

 

A graph showing CPOM over a five year period
Figure 15. Scientists measured coarse particulate organic matter (CPOM) exports from 1995 to 2000. What do you notice about CPOM export during this time? FIND Outdoors graph by Stephanie Pfeiffer.

 

Low CPOM export occurred during 1990–1991, 1993–1994, and 2000–2002. The lowest amounts of CPOM export were during times of drought. The months of December, January, and February also show low CPOM exports.

 

Watershed 1 had higher values of potassium than watershed 2. Watershed 2 had higher levels of calcium, magnesium, aluminum, and iron. The scientists found no difference between the two watersheds for levels of nitrogen, phosphorus, and manganese. The scientists thought that the types of leaves and the amount of decay that the leaves had undergone may have affected the elements they found in the watersheds.

 

 

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Hurricane Hugo

A satellite image of hurricane Hugo
Figure 16. Hurricane Hugo. Photo courtesy of National Oceanic and Atmospheric Administration.

Hurricane Hugo (figure 16), which made landfall in September 1989, created some of the highest stormtide heights that had ever been recorded on the east coast of the United States. Hugo was a category 5 hurricane in the Atlantic Ocean and then became a category 4 storm that went through the Caribbean. Hurricane Hugo had maximum sustained winds of 135 to 140 miles per hour. During that time, Hugo was the strongest storm to hit the United States within a 20-year period, and it created approximately $7 billion ($7,000,000,000) in damage (figure 17). To learn more, visit http://www.weather.gov/chs/HurricaneHugo-Sep1989.

 

Buildings on a beach front property in South Carolina

Pre-Hugo

Destroyed buildings on a beach front property destroyed after a hurricane

Post-Hugo

Figure 17. Pre- and post-Hugo photos at Folly Beach, South Carolina. Photos courtesy of National Oceanic and Atmospheric Administration.

The Saffir-Simpson Hurricane Wind Scale is a 1-to-5 rating based on a hurricane’s sustained wind speed (figure 18). The National Oceanic and Atmospheric Administration explains that “this scale estimates potential property damage. Hurricanes reaching Category 3 and higher are considered major hurricanes because of their potential for significant loss of life and damage. Category 1 and 2 storms are still dangerous, however, and require preventative measures.”

CategorySustained WindsTypes of Damage Due to Hurricane Winds
1 74–95 mph 64–82 kt 119–153 km/hVery dangerous winds will produce some damage: Wellconstructed frame homes could have damage to roof, shingles, vinyl siding, and gutters. Large branches of trees will snap and shallowly rooted trees may be toppled. Extensive damage to power lines and poles likely will result in power outages that could last a few to several days.
296–110 mph 83–95 kt 154–177 km/hExtremely dangerous winds will cause extensive damage: Well-constructed frame homes could sustain major roof and siding damage. Many shallowly rooted trees will be snapped or uprooted and block numerous roads. Near-total power loss is expected with outages that could last from several days to weeks.
3 (major)111–129 mph 96–112 kt 178–208 km/hDevastating damage will occur: Well-built framed homes may incur major damage or removal of roof decking and gable ends. Many trees will be snapped or uprooted, blocking numerous roads. Electricity and water will be unavailable for several days to weeks after the storm passes.
4 (major)130–156 mph 113–136 kt 209–251 km/hCatastrophic damage will occur: Well-built framed homes can sustain severe damage with loss of most of the roof structure and/or some exterior walls. Most trees will be snapped or uprooted and power poles downed. Fallen trees and power poles will isolate residential areas. Power outages will last weeks to possibly months. Most of the area will be uninhabitable for weeks or months.
5 (major)157 mph or higher 137 kt or higher 252 km/h or higherCatastrophic damage will occur: A high percentage of framed homes will be destroyed, with total roof failure and wall collapse. Fallen trees and power poles will isolate residential areas. Power outages will last for weeks to possibly months. Most of the area will be uninhabitable for weeks or months.

mph = miles per hour. kt = knots. km/h= kilometers per hour


Discussion

The export of CPOM generally followed a seasonal pattern that was a combination of the monthly rainfall pattern and seasonal patterns for leaves falling from plants and trees. The scientists found that one of the greatest events of CPOM export was during Hurricane Hugo. The scientists also found that tropical storms and hurricanes after Hurricane Hugo did not create as much CPOM as during the time of Hurricane Hugo.

 

The scientists believe that this finding has to do with the fact that, during Hurricane Hugo, the forest was more mature. A more mature forest means that it is an older forest with larger trees and more growth. After Hurricane Hugo came through, parts of the forest were destroyed and fewer large trees remained. When tropical storms or other hurricanes came through the area after Hurricane Hugo, less organic material was available to fall and export into the streams.
Therefore, the frequency and intensity of hurricanes and tropical storms, along with the age of the forest, had a measurable effect on the export of CPOM through the
watersheds.

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Adapted from Heartsill Scalley, T.; Scatena, F.N.; Moya, S.; Lugo, A.E. 2012. Long-term dynamics of organic matter and elements exported as coarse particulates from two Caribbean montane watersheds. Journal of Tropical Ecology. 28: 127–139. http://www.treesearch.fs.fed.us/pubs/41610.

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  • PDF preview of Caribbean Cruise FACTivity.
    The question you will answer in this FACTivity is: What can you learn from data about gage height and streamflow for a stream for an extended period of time? You...

    FACTivity – Caribbean Cruise

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  • 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.
  • ESS2.C-M1
    Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
  • 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.
  • 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.
  • LS2.A-M1
    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
  • 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.
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.
  • 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.
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  • 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 journal are linked on this educator guide tab.

    Other resources:

    Many of the scientists and engineers featured in this section are also featured on our collector cards. Learn more about their work, how they got interested in their fields, and interesting projects they worked on. Cards can be printed as posters, too.

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  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 journal are linked on this educator guide tab.

    Other resources:

    You can use key words to search for other or related scientific topics on our website (e.g. “longitudinal study,” “bias,” or “sampling”).

    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 journal are linked on this educator guide tab.

    Other resources:

    You can use key words to search for more resources on life or earth science topics on our website (e.g. “habitat,” “carbon,” or “genetics”).

    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 journal are linked on this educator guide tab.

    Other resources:

    Use one of the guided reading lesson plans to help kids follow the format of a scientific paper.

    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 journal are linked on this educator guide tab.

    Other resources:

    Many Methods and Findings sections contain Number Crunches, which are simple math exercises designed to help students interact with the data from the study.

    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 journal are linked on this educator guide tab.

    Other resources:

    Search the website for “map” or “graph” to find activities where students can practice making and reading maps and graphs.

    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 journal are linked on this educator guide tab.

    Other resources:

    Use the “Designing Your Own Study” resource page for videos of scientists discussing their own research studies. The page also includes educator resources to help students plan their own scientific studies.

    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 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 Reading a Natural Inquirer Article Lesson Plan
    This lesson plan introduces students to the different sections of a Natural Inquirer article. Additionally, it helps the students understand the content of the article through the use of graphic...

    Lesson Plan – Reading a Natural Inquirer Article – FACELook

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Graphic Organizer
    • Guided reading
    • Reading for Information
    • Scientific Article Format
    This lesson plan introduces students to the different sections of a Natural Inquirer article. Additionally, it helps the students understand the content of the article through the use of graphic...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    FACELook! Exploring the Relationship Between Carbon, Photosynthesis, and the Roots of Trees

  • PDF preview of the Letter to a Scientist Lesson Plan.
    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
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • 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

Education Files

Glossary

View All Glossary
  • analysis

    (ǝ na lǝ sǝs): An examination of a whole to discover its elements and their relations.

  • biodiversity

    (bī ō dǝ vǝr sǝ tē ): Biological variety in an environment as indicated by numbers of different species of plants and animals.

  • bryophyte

    (brī ə fīt): Any of a division (Bryophyta) of nonflowering plants comprising the mosses, liverworts, and hornworts.

  • coarse particulate organic matter (CPOM)

    (kȯrs pär ti kyə lət ȯr ga nik ma tər): Organic material that falls into or is carried into a river. CPOM is generally greater than 1 millimeter (mm) in size. Examples of CPOM are leaves, sticks, and other pieces of plant material.

  • decay

    (di kā): To break down, rot, or undergo decomposition.

  • decomposition

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

  • dominate

    (dä mə nāt): To have a commanding position or controlling power over.

  • drainage

    (drā nij): (1) The act or process of draining something; (2) an area or district drained.

  • ecosystem

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

  • export

    (ek spȯrt): To carry away.

  • fauna

    (fȯ nə): Animal life, especially the animals characteristic of a region, period, or special environment.

  • frequency

    (frē kwən(t) sē): (1) How often something happens; (2) the number of repetitions of a periodic process in a unit of time.

  • obscure

    (äb skyu̇r): Not clearly seen or easily distinguished.

  • organic

    (ȯr ga nik): Of, relating to, or obtained from living things.

  • pesticide

    (pes tə sīd): A substance that is used to kill animals or insects that are harmful to humans or human activities (like agriculture).

  • statistical

    (stə ti sti kəl): Of, relating to, based on, or employing the principles of statistics.

  • sustain

    (sǝ stān): (1) To give support or relief to; (2) to keep up.

  • trend

    (trend): The general movement over time of a statistically detectable change.

  • Photo of Dr. Tamara Heartsill Scalley standing in front of a waterfall.

    Tamara Heartsill Scalley

    Ecologist

    One of my favorite experiences was sampling for aquatic fauna in the headwater streams at the highest elevations of the Luquillo Experimental Forest. The Elfin Cloud Forests have many small...
    View Profile
  • Photo of Dr. Samuel Moya installing new scientific equipment and sensors at an experimental site.

    Samuel Moya

    Biologist

    My favorite science experience is installing new scientific equipment and sensors on experimental sites. New sensors allow me to see more accurate results using graphics and statistical methods.
    View Profile
  • A photo of Dr. Ariel Lugo and a group of people hiking along a river.

    Ariel Lugo

    Tropical Ecologist

    “My favorite science experience is trying to understand the functioning of natural ecosystems in collaboration with bright people, including high school students.” “[Another] favorite science experience is interacting with other...
    View Profile

Jump To

  • Additional Resources

Additional Resources

  • USDA Forest Service: International Institute of Tropical Forestry

    Learn more about the research at IITF. Today, the Institute continues to build upon traditional research strengths, with research focused on forest ecology, disturbance ecology, ecosystem functions and services, urban ecology, watershed dynamics, migratory species, climate change, and policy science to better understand the effects of natural and human-induced pressures on tropical forests and the landscapes in which they are found.

    Visit Website
  • USDA Forest Service: El Yunque National Forest

    Located in Puerto Rico’s Northeast Region, El Yunque National Forest is the only tropical rainforest in the national forest system. At nearly 29,000 acres, it is one of the smallest in size, yet one of the most biologically diverse. Come experience the breathtaking scenery, clear mountain rivers, and outdoor recreation opportunities ye

    Visit Website
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  • Natural Inquirer - Homepage
  • Find Outdoors
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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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