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Chew on This! Measuring the Impact of Termites on Forest Wood

  • Article
  • Middle School
  • 1 Classroom Period
  • Engineering and Forest Products
  • Insects
  • Carbon Cycle
  • Decomposition
  • Pesticides
  • Termites
  • Wood Damage
  • Wood Products
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In this research study, scientists try to understand the impact of termites on forest wood decomposition in the Southern United States.

Chew on This! Measuring the Impact of Termites on Forest Wood

Jump To

  • Meet the Scientists!
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • What Are Subterranean Termites?
  • Methods
  • Findings
  • Discussion

Meet the Scientists!

Michael Ulyshen

Entomologist

My favorite science experience was collecting insects in French Guiana while I was in graduate school. French Guiana is a small South American country to the north of Brazil. To... Read Full Bio

Joe Mulrooney

Entomologist

My favorite science experience was working with subterranean termites that have a complex social system. They are important contributors to the forest ecosystem as well as being pests to home... Read Full Bio

What Kind of Scientist Did This Research?

  • Entomologist: This scientist studies insects.

Thinking About Science

Sometimes scientists test something in particular. Scientists use experiments that include experimental treatments. Experimental treatments are conditions that are created and organized by scientists. Scientists want to understand the results related to these conditions. Scientists may set up one or more experimental treatments. To better understand the results of experimental treatments, results are compared to other experimental treatments. The results are also compared to conditions with no experimental treatments, called a control.

 

In this research, for example, the scientists were interested in how much downed wood termites and other insects were consuming on the forest floor. Downed wood is the fallen wood, such as tree trunks and branches, on a forest floor.

 

The scientists had to do a comparison to determine how much downed wood termites consume. They compared wood that was available to termites and other insects with wood that was not available to, or protected from, termites and other insects. The wood that was available to the insects was the experimental treatment, and the wood that was not available was the control. The scientists used this control to compare the results of the experimental treatment in which wood was available to the termites and other insects.

 


Thinking About the Environment

Decomposition is the act or process of breaking up, usually by decaying or rotting. During decomposition, the resulting simpler form of matter becomes available for other organisms to use. The simpler form of matter is usually in the form of nutrients. Organisms need nutrients, which are substances that keep them alive.

Shortly after a living organism dies, it begins to decompose. Decomposition is an important part of every ecosystem. Decomposition is aided by other living organisms. Many of these organisms are not visible to the naked eye, such as bacteria. Some of these organisms, however, are visible without a microscope.

The scientists in this study were interested in learning about the role of termites in a forest ecosystem. When tree trunks and branches fall to the ground, they decompose and provide nutrients for other organisms (figure 1). Termites, beetles, and microbes break down the dead wood into simpler forms.

A tree trunk that has fallen on the forest floor and is in the process of decomposing
Figure 1. Tree trunks and branches begin to decompose after they have fallen on the forest floor. Decomposition advances over time as trees and branches lie on the floor, aided by termites, beetles, and microbes. Courtesy photo by Babs McDonald.

Scientists know a lot about how termites cause wood in homes and buildings to decompose and weaken. Scientists know little, however, about the role termites play in Southeastern United States forests. The scientists in this study wanted to learn more about the role termites play as forest decomposers.


Introduction

Wood-eating insects, which function as decomposers, are found wherever trees grow. In Earth’s warm temperate and tropical regions, termites are the most plentiful wood-eating insect (figure 2). Beetles also contribute to wood decomposition. Microbes, including bacteria and fungi, play a role in wood decomposition, too. This process is an important part of the carbon cycle (figure 3).

A close up of many termites together

Figure 2. Termites, like all insects, are arthropods. Termites consume wood by breaking down cellulose and exposing wood to other decomposers.

USDA Forest Service photo by Mike Ulyshen.

A figure depicting the carbon cycle

Figure 3. This illustration shows the carbon cycle.
Forest wood decomposition is a part of the carbon cycle. Find where decomposition
occurs in the carbon cycle.

FIND Outdoors illustration by
Stephanie Pfeiffer.

In the Southeastern United States, subterranean termites are known to damage homes and other buildings (figures 4 and 5). Although this type of decomposition is unwanted by humans in their homes, wood decomposition is essential to the health of a forest ecosystem. Scientists know little about the role termites and other insects play in keeping forests healthy. The scientists in this study, therefore, wanted to learn how much termites contribute to forest decomposition, compared with beetles and other insects.

 

A map of the United States. It is highlighting the Southeastern states.

Figure 4. The Southeastern United States has a warm climate with a fair amount of rainfall.

 

FIND Outdoors map by Lindsay Gnann.

Termite damage seen in wood.

Figure 5. Termite damage can be a serious problem for homeowners whose homes are built with wood products.

 

Courtesy photo by Shela Mou.


What Are Subterranean Termites?

Subterranean termites, in existence for 55 million years, are social insects that live underground. Social insects live in family groups that are called colonies. In a colony, labor is divided by caste (figure 6). Termite castes are defined by the job done by each termite.

A figure showing the different caste of termites.
Figure 6. A termite colony has three primary castes: workers, soldiers, and reproductives. Kings, queens, and secondaries are a part of the reproductive caste. Within a colony, workers are the most plentiful type of termite.
FIND Outdoors illustration by Stephanie Pfeiffer.

Workers are responsible for all of the labor in the colony. Workers care for young termites, build and repair the nest, locate food, and feed and groom the other termites. Workers are found in infested wood, as well as in the nest.

Soldiers defend the colony against ants and termites form other colonies. These termites have large jaws that they use to kill the colony’s enemies.

The primary reproductives include the colony’s king and queen. A queen can produce over 500 eggs every year. A king and queen have the longest life spans of any termites in the colony. They can live for 10 years or longer.

In the spring, winged termites emerge in large numbers from termite nests. These termites are secondary reproductives and are called swarmers. The swarmers leave the colony in search of a place to begin a new colony. The swarmers pair up and find a place in soft soil. Their wings break off, and they dig a small chamber in the soil. The swarmers crawl inside, seal up the chamber, and mate. These two termites become the new colony’s king and queen. From this point on, they will live underground. As the colony grows, different castes will be produced. Scientists estimate that mature colonies contain more than 60,000 workers.

Look again at figure 2. Which termite castes do you see in this photo?

A close up of many termites together
Figure 2. Termites, like all insects, are arthropods. Termites consume wood by breaking down cellulose and exposing wood to other decomposers. USDA Forest Service photo by Mike Ulyshen.

Information adapted from Virginia Cooperative Extension.

For more information, visit http://pubs.ext.vt.edu/444/444-502/444-502.html.


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Methods

The scientists studied trees and termites in the Sam D. Hamilton Noxubee National Wildlife Refuge in Mississippi (figure 7).

A map of the United States with the Hamilton Noxubee National Wildlife Refuge highlighted in Mississippi.
Figure 7. The Sam D. Hamilton Noxubee National Wildlife Refuge is in eastern Mississippi.
FIND Outdoors map by Carey Burda.

The scientists selected 34 loblolly pine trees. The trees were cut down, and the tree trunks were cut into sections and disks (figure 8). Each tree section was 1-meter long (figure 9). All trees were chosen from the same 1-hectare area (figure 10).

A sawmill cutting wood into disks.

Figure 8. A Lumbermate 2000™ band sawmill was used to cut some of the wood sections into disks.

USDA Forest Service photo by Terry Wagner.

Loblolly pine tree cut into a 1-meter section laying on the forest floor.

Figure 9. Loblolly pine trees were cut into 1-meter sections.

USDA Forest Service photo by Terry Wagner

A graphic comparing 16 tennis courts to 1 acre of land

Figure 10. Sixteen tennis courts can fit into one acre of land.

FIND Outdoors illustration by Stephanie Pfeiffer.

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A total of 187 1-meter tree sections were cut. The tree sections were taken to another forest site in the Sam D. Hamilton Noxubee National Wildlife Refuge. The forest site was divided into equal-sized areas. The center of each area was separated from the center of the next area in all directions by 10 meters (figure 11).

A figure showing how the forest was divided into 187 equal sized areas for this experiment.
Figure 11. The forest area was divided into 187 equal-sized areas. In 47 of these areas, logs were fully protected from termites and other insects by pesticide application and mesh covering.
FIND Outdoors illustration by Stephanie Pfeiffer.

Forty-seven of these areas were identified as places where the tree sections would be fully protected from termites and other insects, such as beetles. In these 47 areas, an area of soil 1 by 2 meters was treated with a pesticide that would kill or repel termites (figure 12).

A scientist using a watering can to treat an area in the forest.
Figure 12. The scientists treated the ground with pesticide in 47 of the 187 areas.
USDA Forest Service photo by Terry Wagner.

A pesticide is a chemical that is used to kill animals or insects that damage plants or crops. Each of these 47 tree sections was also covered with mesh that kept out other insects (figure 13).

Two scientists placing a mesh covering over a testing site.
Figure 13. After being treated with pesticides, the tree sections in the 47 areas were covered with mesh to keep out other insects.
USDA Forest Service photo by Terry Wagner.

The combination of applying pesticide and covering the logs with mesh was expected to keep all insects from reaching the protected wood sections. The scientists compared the protected wood sections with the experimental treatments. See “Thinking About Science” for more information about why scientists do these comparisons.

The remaining 140 tree sections were placed directly on the forest floor in one of the remaining identified sections. These tree sections were not covered with mesh, and the soil was not treated with pesticide. Therefore, these wood sections were exposed to termites and other insects such as beetles.

After 1 month, 79 percent of the 140 unprotected tree sections had been infested with termites. The remaining 21 percent had experienced no termite infestation. The scientists decided to move these non-infested tree sections to areas where the soil was treated with pesticide. The pesticide kept any termites from entering the wood. The scientists did not cover these tree sections with mesh. Without a mesh covering, beetles and other insects could enter the wood from all directions except from the ground.

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Moving these non-infested tree sections to uncovered pesticide-treated areas enabled the scientists to start another comparison. The scientists were now able to compare the amount of termite wood consumption with the amount of consumption by other insect decomposers.

 

The scientists did not study 41 of the original 187 wood sections because of unexpected problems. For example, small beetles were able to move through the mesh that covered these sections. So, the scientists removed these 41 sections from the study. The scientists collected data from select wood sections every 4 months until the study was completed. You will see that the scientists completely used up each wood section as they collected data from it. The scientists randomly selected each wood section for data collection.

 

To collect data, the scientists cut each 1-meter wood section into disks by using a band sawmill (see figure 8). Then they weighed the disks. This weight was called the wet weight, since the disks contained water. All living trees contain water, and the water evaporates slowly from a dead tree over time. To completely dry out the disks, the scientists placed them in an oven for 2 days at 102 ºC. After drying out the disks, the scientists weighed them again. This weight was called the dry weight.

 

After the disks were dried, the scientists took digital images of each disks’s top and bottom. The areas that had insect damage were colored white (figure 14) using Photoshop® 7.0 (Adobe® Systems, San Jose, CA). Another software program was used to measure the amount of wood left and calculate the amount of damaged wood. The scientists also took digital images of damage caused by beetles in the partially protected wood sections (figure 15).

A graphic showing two wood disks. Holes can be seen more clearly in the treated disk.

Figure 14. The cut disk (A) and the digitally enhanced disk (B) show the termite galleries. Galleries are the areas left open as the wood is consumed.

USDA Forest Service photo by Terry Wagner

A wood disk where galleries can be seen in the wood.

Figure 15. A disk shows the galleries made by beetles from one of the partially protected wood sections.

USDA Forest Service photo by Terry Wagner.

Termites carry soil into the galleries they create when they consume wood. The scientists did not want to include the soil weight with the dry weight of the disks. Therefore, the scientists cleaned the soil out of the disks with small dental tools (figure 16) and an air compressor. After 32 months, the soil became harder to remove because so much of the wood was decomposing.

 

3 dental tools
Figure 16. The scientists used dental tools to clean the soil out of the termite galleries.
Courtesy photo by Babs McDonald

 

To address the challenge of measuring decomposing wood, the scientists completely burned each remaining disk using a propane gas burner (figure 17). After burning each disk, the scientists divided the soil from the wood ash and weighed the soil. Then, they subtracted the soil weight from the total dry weight of the disk. This process gave the scientists the dry weight of the disks that had been filled with soil from termite activity. The dry weight did not include the soil.

 

A wood disk being burned.
Figure 17. The scientists used a propane gas burner to completely burn what remained of the decomposing disks.
USDA Forest Service photo by Michael Ulyshen.

 

After taking these measurements, the scientists knew the wet weight, the dry weight, and the percent of termite and insect damage in each of the disks cut from the wood sections. Only the measurements taken within the first 44 months were used.  After 44 months, the unprotected wood was too decomposed to be accurately measured.

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Findings

A greater amount of wood was consumed in the unprotected wood sections than in the partially protected wood sections. After 2 years, beetles and other insects had consumed about 1.9 percent of the partially protected wood. The unprotected sections, which termites were able to reach, lost an average of 11.4 percent of their wood (figure 18).

 

A graph showing the percent of wood consumed in each of the 3 tested conditions.
Figure 18. The percent of wood consumed in each of the three conditions.
Illustration by Stephanie Pfeiffer.

 

Look at figure 18. Over time, termites consumed more wood than beetles or other insects. The amount of mass lost in the wood sections over time, however, was about equal for all three conditions (figure 19).

 

A graph showing the percent of mass lost in each of the 3 tested conditions.
Figure 19. The percent of mass loss in each of the three conditions.
Illustrations by Stephanie Pfeiffer.

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Discussion

Although termites consumed more wood than beetles or other insects, the amount of mass lost was about equal for all three conditions. The scientists thought of a possible explanation for this finding. Termites tend to consume wood with less mass that is soft, light, and easy to consume. Termite consumption is easier to see than beetle or other insect consumption. However, termites may not be consuming more wood mass than these other organisms.

 

Scientists know that some pesticides contain carbon and nitrogen. Carbon and nitrogen can provide food for microbes, such as fungi and bacteria. Microbes are also a source of decomposition in downed wood. The pesticide application in the fully protected and partially protected conditions, therefore, may have increased microbial activity. If microbial activity was increased by the pesticide, the scientists’ efforts to determine how insects affect wood mass loss may have been less accurate.

 

Although much is known about the damage termites cause in homes and other wooden buildings, scientists know little about termites living in forests. This study was one of the first experiments measuring the contribution of termites to downed wood decomposition in the Southeastern United States.

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This article is a part of our “Time Warp” series. Every article in this series explores a research topic that has been under scientific investigation for a long time. Read more about termite research completed in 1978 in the spotlight for this article.

Read Spotlight

Article adapted from Ulyshen, M.D.; Wagner, T.L.; Mulrooney, J.E. 2014. Contrasting effects of insect exclusion on wood loss in a temperate forest. Ecosphere. 5(4):1-5. http://www.srs.fs.usda.gov/pubs/ja/2014/ja_2014_ulyshen_001.pdf

Cover 'Chew on This' featuring a log with termites in the background and a close-up photo of termites in the foreground

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Glossary

View All Glossary
  • accumulate

    (ə kyü m(y)e lāt): To gather or pile up little by little; to increase in quantity, number, or amount.

  • air compressor

    (er kəm pre sər): A device that converts power (such as electrical or diesel power) into another form of energy using compressed (or pressurized) air. Automobile tires, for example, are filled using an air compressor.

  • caste

    (kast): A specialized form (such as the worker of an ant or bee) of a social insect that carries out a particular function in the colony.

  • cellulose

    (sel yə lōs): A complex carbohydrate that is the chief part of the cell walls of plants and is commonly obtained as a white stringy substance from vegetable matter (such as wood or cotton) which is used in making various products (such as rayon and paper).

  • consume

    (kən süm): (1) To use up or spend; (2) to eat or drink up.

  • control

    (kǝn trōl): A variable factor that has been kept constant and which is used as a standard of comparison to the experimental component in a controlled experiment.

  • hypothetical

    (hī pə the ti kəl): (1) Imagined as an example for further thought; (2) assumed.

  • infest

    (in fest): To spread or swarm in or over in a troublesome manner.

  • infestation

    (in fǝ stā shǝn): The presence of organisms that spread or swarm in or over an area in a troublesome manner.

  • longitudinal

    (län jə tüd nəl): Involving the repeated observation of a set of subjects over time with respect to one or more study variables.

  • mass

    (mas): The amount of matter in an object. On a different planet, for example, an object’s weight will change, but its mass will be the same.

  • mature

    (mǝ chu̇r ): Having completed natural growth and development.

  • microbe

    (mī krōb): An organism (such as a bacterium) of microscopic or less than microscopic size; a germ.

  • microbial

    (mī krō bē əl): Of, involving, caused by, or being microbes.

  • organism

    (ȯr gǝ ni zǝm): An individual living thing that carries on the activities of life by means of organs which have separate functions but are dependent on each other: a living person, plant, or animal.

  • prescribed fire

    (pri skrībd fī ǝr): The controlled use of fire under specific weather conditions to restore health to an ecosystem that depends on fire; also known as a prescribed burn or controlled burn.

  • randomly

    (ran dǝm lē): So that each possibility has a definite and especially an equal probability of occurring.

  • remote

    (ri mōt): (1) Far removed in place, time, or relation; (2) secluded.

  • subterranean

    (səb tə rā nē ən): Located or living under the surface of the ground.

  • temperate

    (təm p(ə)rət): Having or associated with a climate that is usually mild without extremely cold or extremely hot temperatures.

  • tropical

    (trä pi kǝl): Of, relating to, occurring in, or used in the tropics, which is the area between two parallels of the earth’s latitude that are approximately 23½ degrees north of the equator and approximately 23½ degrees south of the equator.

  • Michael Ulyshen stands in a forest with four net traps for catching insects on the forest floor

    Michael Ulyshen

    Entomologist

    My favorite science experience was collecting insects in French Guiana while I was in graduate school. French Guiana is a small South American country to the north of Brazil. To...
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  • Joe Mulrooney stands in front of a tree and wears a bucket hat

    Joe Mulrooney

    Entomologist

    My favorite science experience was working with subterranean termites that have a complex social system. They are important contributors to the forest ecosystem as well as being pests to home...
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  • Education Standards
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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.
  • LS2.A-M1
    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
  • LS2.A-M2
    In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
  • LS2.A-M4
    Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
  • 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.
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

What Is a Natural Inquirer Monograph?

3 Natural Inquirer monograph covers.

 

A Natural Inquirer monograph is a short publication that focuses on a single research study. Monographs are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students.

Monographs include:

  • One article based on a published, peer-reviewed research paper; the article keeps the research paper format (see more below) but is written in language students can understand.
  • A FACTivity, 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 monograph may have two FACTivities.
  • A short “Welcome to the monograph” article about key background information and science concepts.
  • A glossary of new terms from the article or the introductory materials.
  • A list of related Natural Inquirer publications as well as outside references.
  • Standards correlations, including Next Generation Science Standards, addressed in both the article and the FACTivity.

Monographs 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

Monographs 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 monograph can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version.
  • The “Read Distraction Free” option allows the monograph article to open in its own window, without the rest of the website being visible. “Read Distraction Free” is available on the article version of the monograph, which can be opened 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 monograph 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 monograph 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 article
  • A glossary of all boldfaced terms from the article
  • A “Scientists and Collaborators” page that lists the people involved in the study; 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 monograph articles are reviewed by scientists who conducted the original research study to verify scientific accuracy. Monographs are also reviewed by student editorial review boards of middle or high school students before publication. Additionally, all monographs 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 monograph 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 monograph article then serves as adapted primary literature, bridging the two articles.

Lessons

  • PDF Preview of Lesson Plan for the Time Warp series
    This lesson plan encourages students to think about a particular research topic across time, including past, present, and future. Students will compare and contrast the historical research with a more...

    Lesson Plan – Time Warp Monograph Series

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Compare and Contrast
    • Graphic Organizer
    • Longitudinal Research
    • Time Warp Series
    This lesson plan encourages students to think about a particular research topic across time, including past, present, and future. Students will compare and contrast the historical research with a more...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    SPLAT! Protecting Pine Trees in the Western United States from Beetle Attack

  • PDF Preview of the Lesson Plan for Chew on This
    In this lesson plan, students will read a Natural Inquirer or Investi-gator article and use the “Double Entry Graphic Organizer” to organize the most important thoughts regarding the topic.

    Lesson Plan – Quotes and Responses

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • 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
    In this lesson plan, students will read a Natural Inquirer or Investi-gator article and use the “Double Entry Graphic Organizer” to organize the most important thoughts regarding the topic.
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Chew on This! Measuring the Impact of Termites on Forest Wood

  • PDF preview of the first page of Forest Poems Lesson Plan
    The purpose of this lesson plan is to give students a chance to reflect on their reading and create poems to express what they have learned. The lesson plan is...

    Lesson Plan – Forest Poems

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

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

Education Files

Project Learning Tree

If you are a trained Project Learning Tree educator, you may use “Trees as Habitats,” “The Fallen Log,” “Nature’s Recyclers,” “Teepee Talk,” or “Paper Civilizations” as additional resources.

Jump To

  • Additional Resources

Additional Resources

  • The University of Michigan: Biokids: Isoptera

    Explore this encyclopedia entry about termites.

    Visit Website
  • Wisconsin Department of Natural Resources: Nature's Recyclers Activity Guide

    This activity guide book will help you teach about natural
    recycling, cycles in nature, and the important role people play
    in recycling. The activities are organized by categories: Outdoor
    Activities; Indoor Activities; Longer Projects for Classroom, Home,
    or Residential Camp; and Ideas for Exhibits. Activities are designed for children ages 5 and up.

    Visit Website
  • U.S. Environmental Protection Agency: Termites: How to Identify and Control Them

    Every year termites cause billions of dollars in structural damage, and property owners spend over two billion dollars to treat them. This fact sheet focuses on how you, as a consumer, can identify and help protect your property from termites through effective prevention measures and appropriate use of termite treatments.

    Visit Website
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  • 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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