Skip to main content
Natural Inquirer - Homepage

Free Science Materials for K-12 Students

  • Bookmarks
  • Cart0
  • Account
  • Find Outdoors
  • USDA
  • USDA Forest Service logo.
Natural Inquirer - Homepage
  • About
    • About Natural Inquirer
    • Team
    • Partners
    • Press & Past Events
    • Contact Us
  • Resources
    • View All Resources
    • Grade Levels
      • PreK - 2nd Grade
      • Upper Elementary
      • Middle School
      • High School
      • All Grade Levels
    • Resource Types
      • Articles
      • Activities
      • Collector Cards
      • Coloring Pages
      • Videos
      • Lesson Plans
      • Scientists & Collaborators
      • Spotlights
      • Virtual Learning Adventures
      • All Types
    • Resource Topics
      • Wilderness
      • Wildlife
      • Water
      • Active Forest Management
      • Social Science
      • Fire
      • Agriculture
      • Recreation
      • Carbon
      • Insects
      • All Topics
    • Special Collections
      • Artemis Moon Trees
      • Career Exploration
      • Experimental Forests & Ranges
      • Project Learning Tree Connections
      • Globe Connections
      • Designing Your Own Study
      • Smokey Bear
      • Spanish Editions
      • Woodsy Owl
      • World's Forests
      • All Special Collections
  • Order Materials
    • View All Products
    • Journals & Monographs
    • Readers
    • Collector Card Packs
    • Coloring Books
  • Educators
    • For Educators
      • Educator Guide
      • Educator Blog
      • Newsletter
    • Classroom Ready Resources
      • Activities
      • Career Exploration
      • Lesson Plans
      • Learning Modules
      • GLOBE Connections
      • Project Learning Tree
    • Get Involved
      • Volunteer Your Classroom
  • Virtual Learning Adventures
  • Bookmarks
  • Cart
  • Account
  • About
    • About Natural Inquirer
    • Team
    • Partners
    • Press & Past Events
    • Contact
  • Resources
        • View All Resources
        • By Grade
          • PreK - 2nd
          • Upper Elementary
          • Middle School
          • High School
        • By Type
          • Articles
          • Activities
          • Collector Cards
          • Coloring Pages
          • Videos
          • Lesson Plans
          • Learning Modules
          • Journals
          • Monographs
          • Readers
          • Scientists & Collaborators
          • Spotlights
          • Virtual Learning Adventures
          • All Types
        • By Topic
          • Agriculture
          • Active Forest Management
          • Carbon
          • Fire
          • Grasslands
          • Insects
          • Recreation
          • Social Science
          • Water
          • Wilderness
          • Wildlife
          • All Topics
        • Special Collections
          • Artemis Moon Trees
          • Career Exploration
          • Experimental Forests and Ranges
          • GLOBE Connections
          • Project Learning Tree Connections
          • Designing Your Own Study
          • Smokey Bear
          • Spanish Editions
          • Woodsy Owl
          • World's Forests
          • All Special Collections
  • Order Materials
        • Download all resources - FREE!

          *Due to recent government funding changes, we currently are only able to process bulk orders of 20 or more. We hope that we will be able to resolve this issue in the near future. In the meantime, please feel free to download our resources and explore the website for many great lesson plans and activities.

          View All Products
        • Journals & Monographs

          Journals focus on a group of related articles, while monographs focus on one research article.

          Journals & Monographs
        • Collector Cards

          Learn about possible career opportunities in science!

          View All Card Packs
        • Readers

          For a PreK-2nd grade audience, each Reader focuses on one Forest Service scientist and their research.

          View All Readers
        • Coloring and Activity Books

          Learn more about science through our coloring and outdoor activity books!

          View All Coloring and Activity Books
  • Educators
        • Overview
          • General Educator Guide
          • PreK-2nd Grade Guide
          • Upper Elementary School Guide
          • Middle and High School Guide
          • Non-Formal Education Guide
        • Classroom Ready Resources
          • Career Exploration
          • Learning Modules
          • Lesson Plans
          • Explore All
        • Order Materials
          • View All Free Products
          • Contact Us
        • For Educators
          • Educator Blog
          • Newsletter
          • Project Learning Tree
        • Get Involved
          • Volunteer Your Classroom
  • Virtual Learning Adventures

Breadcrumb

  • Home
  • Resources
  • Everything but the Carbon Sink: Carbon Storage in the Southern United States
PDF preview of Everything But the Carbon Sink article cover.
Bookmark
Please login to bookmark Close

Please login to bookmark


Lost your password?

No account yet? Register

Everything but the Carbon Sink: Carbon Storage in the Southern United States

  • Article
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Carbon
  • Agriculture
  • Carbon Cycle
  • Carbon Dioxide
  • Carbon Sink
  • Fossil Fuels
  • Human Impacts
  • Land Use
  • Net Carbon Exchange
  • Nitrogen
PDF preview of Everything But the Carbon Sink article cover.
SHARE
  • Copy Link
  • Facebook
  • X (Twitter)
  • Pinterest
  • Email
  • Google Classroom

The scientists in this study were interested in environmental changes occuring in the Southern United States. The scientists were interested in changes occuring over a long time. In particular, the scientists were interested in understanding how increasing atmospheric carbon dioxide, increasing ozone, increasing nitrogen on Earth, climate change, and changes in land use affect the carbon cycle of the Southern United States.

 

Everything but the Carbon Sink: Carbon Storage in the Southern United States

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • Methods
  • Findings
  • Science Fun Fact:
  • Discussion

What Kinds of Scientists Did This Research?

  • Plant ecologist: This scientist studies the relationship of plants with one another
    and with other organisms in the environment.
  • Plant pathologist: This scientist studies plant diseases.
  • Systems ecologist: This scientist studies the way an ecosystem functions as a
    whole. An ecosystem is a community of plant and animal species interacting
    with one another and with the nonliving environment.
  • Systems modeler: This scientist uses an understanding of relationships to
    construct models illustrating those relationships. Models are simple versions of
    more complex things. Some examples are model cars or airplanes. Models can
    also be built with mathematics, words, and maps.

Meet the Scientists

Hanqin Tian

Hanqin Tian

Systems Ecologist | Systems Modeler

My favorite science experience is discovering how ecosystems work. I study how energy is transferred from the Sun to producers and then to consumers. I am also interested in how... Read Full Bio
Dafeng Hui

Dafeng Hui

Plant Ecologist

My favorite science experience is working with students to collect experimental data in the field. It is always a pleasure to stimulate students’ interests and bring new students to this... Read Full Bio
Art Chappelka

Art Chappelka

Plant Pathologist

My favorite science experience is studying how plants respond to pollutants and to a changing climate. Plants continually respond to their environment in ways that we can see and also... Read Full Bio

Thinking About Science

Environmental scientists are interested in how the natural environment works. The natural environment includes all of the living and nonliving things found naturally in an area. Some of these scientists are interested in how the natural environment responds to change. In this research, scientists wondered about change occurring over a span of more than 100 years. To study this change, the scientists used data that had been collected over that many years.

 

The scientists entered the data into a computer program called a model. The computer model included mathematical equations. The scientists observed changes recorded over a 100-year period. They then developed equations based on the recorded changes. For example, a scientist may observe that the water level in a forest stream drops 1.10 centimeters for every 2 weeks without rain. With this knowledge, the scientist can create an equation that will predict the stream’s water level for any number of weeks without rain.

 

In this research, the scientists were interested in whether an area of land and forests absorbed more carbon than it released into the atmosphere. With the use of a computer model, the scientists were able to identify a pattern over more than 100 years.

Number Crunch

Please enable JavaScript in your browser to complete this form.
Multiply 1.10 by 0.3937 to find out.

Click submit to view the answers.

Form entries are not stored.

Loading

Thinking About the Environment

All living and once-living matter contains the element carbon. Think about your own body. A human body contains about 18 percent carbon. The carbon in plants is produced from atmospheric carbon dioxide through photosynthesis. Plants, therefore, are called producers. Humans get their carbon from eating plants and from eating animals that eat plants. Animals, including humans, are called consumers. A plant contains carbon as long as it lives, and until it completely decays or is burned. Soil and water bodies also contain carbon.

 

Carbon is held by plants, soil, and water bodies, but some carbon is also released back into the atmosphere. Carbon dioxide, therefore, continually cycles between the atmosphere and Earth (fig. 1). This exchange occurs in the form of carbon dioxide. A carbon source is when more carbon is released by the environment than is produced through photosynthesis. A carbon sink is when more carbon is produced through photosynthesis than is released to the atmosphere.

 

Illustration of the carbon cycle
Figure 1. The carbon cycle. Illustration by Stephanie Pfeiffer.

Introduction

The scientists in this study were interested in environmental changes occurring in the Southern United States (fig. 2).

 

"A

 

The scientists were interested in changes occurring over a long time. In particular, the scientists were interested in the following environmental changes:

  • Increasing atmospheric carbon dioxide
  • Increasing ozone
  • Increasing nitrogen on Earth
  • Climate change (Climate change is the long-term change in global weather patterns, especially increases in temperature, storm activity, and precipitation)
  • Changes in land use (fig. 3)

 

Four pictures showing different lan use. Top left is a road with cars, top right a driveway in a neighborhood, bottom left a beach, and bottom right a parking lot with a building.
Figure 3. Land use is the type of cover that is found on any given part of earth’s surface. Land use examples include forests, farms, shopping centers, cities, homes, roads, and water bodies. Would you call your schoolyard or backyard a type of land use? Why?

 

The scientists were interested in how these five changes will affect the carbon cycle of the Southern United States (See fig. 1).

 

Carbon dioxide continually cycles between Earth and the atmosphere. In the past, this cycling created an average balance over time between atmospheric carbon dioxide and carbon on Earth. Over the past 100 years, however, human activities have increased the amount of carbon dioxide released to the atmosphere. Carbon dioxide is released when trees are removed for development (fig. 4) and when fossil fuels are burned for energy.

 

An open field
Figure 4. When trees are removed and burned to make room for urban development, the carbon in the trees is released into the atmosphere. In this example, the carbon balance and land use are affected. Besides tree removal, identify one more source of atmospheric carbon dioxide in this photo.

 

Human activities have caused other changes. Tropospheric ozone, another gas, helps protect Earth from the Sun’s ultraviolet radiation (fig. 5). When fossil fuels are burned, however, too much ozone is produced near Earth’s surface. This ozone contributes to creating a kind of air pollution called smog.

 

A graphic showing the different layers in the atmosphere
Figure 5. The atmosphere’s levels. In which level is ozone found? Illustration by Nickola Dudley.

 

Another long-term change involves nitrogen. Human activities have caused an increase in nitrogen on Earth’s surface. Nitrogen is released when fossil fuels are burned for energy. Much of this nitrogen returns to Earth. Nitrogen is also used as a crop fertilizer. Over time or in large amounts, nitrogen adds too much acid to plants, soil, and water bodies. In the short term or in smaller amounts, nitrogen can cause an increase in plant growth. This growth occurs because the plants are able to use nitrogen as a nutrient.

 

The scientists were interested in land use changes over the past 100 years. Over time, for example, forests have been cut and regrown. Farms have been cultivated and abandoned. Land developed for buildings and roads is one type of land use change that is not usually reversed (fig. 6).

 

A side by side oh two photos one is an airport and the other a mountain with many trees
Figure 6. Some kinds of land uses are more easily changed than others.

 

The scientists were also interested in the changing climate. Over the past 100 years, the average yearly temperature has been rising around the world. This average rising temperature may have an effect, for example, on where and how much rain falls.

 

The scientists in this study wanted to know how these environmental changes have affected how land in the Southern United States holds carbon or releases it to the atmosphere. The scientists wondered if the Southern United States has been a carbon source or a carbon sink over the past 100 years. A carbon source is when more carbon is released by the environment than is produced through photosynthesis. A carbon sink is when more carbon is produced through photosynthesis than is released to the atmosphere.

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Methods

The scientists were interested in studying environmental changes that have occurred over the past 100 years. They used data that were collected between 1895 and 2007 across the Southern United States (fig. 7).

 

A table showing the data collected by the scientists
Figure 7. The scientists used the following data that were collected by other scientists between 1895 and 2007. These data are called variables, because their value can change or vary.

 

The scientists divided the Southern United States into a grid of blocks 8 kilometers by 8 kilometers in size (fig. 8). A value for each variable in figure 7 was calculated and assigned to each block.

 

Example illustration of the 8km grid
Figure 8. The entire Southern United States was divided into a grid of blocks 8 kilometers long on a side. This example shows a land area divided into a grid. Illustration by Stephanie Pfeiffer and Lindsay Gnann.

 

The scientists entered all of the data into a computer. The scientists developed a computer program, called a model, to analyze the data. The model used equations to calculate NCE. The scientists then compared all combinations of variables in figure 7 with the value NCE. This process was done for each block in the grid over the entire 112 years. Then all of the data in all blocks were averaged to produce values for the entire Southern United States.

 

Number Crunches

Please enable JavaScript in your browser to complete this form.
Multiply the number of kilometers by 0.62 to find out.

Click submit to view the answers.

Form entries are not stored.

Loading

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Findings

The findings in figure 9 show values for NCE in the Southern United States over three time periods.

 

A table showing Net Caron Exchange in Southern United States
Figure 9. Net carbon exchange (NCE) in the Southern United States from 1895 to 2007. A negative value indicates a carbon source.

 

Number Crunches

Please enable JavaScript in your browser to complete this form.
Divide 26 by 653 to find out.
Multiply 26 Pg by 25,000 elephants to find out.

Click submit to view the answers.

Form entries are not stored.

Loading

Science Fun Fact:

What Is a Petagram?

A petagram (Pg) is a unit of measurement. A Pg is equal to 1015 grams, which is 10x10x10x10x10x10x10x10x10x10x10x10x10x10x10, which is 1,000,000,000,000,000 grams, or one quintillion grams. One Pg of carbon is equal to the weight of 25,000 elephants.

 

The scientists in this study estimated the amount of carbon stored in the Southern United States’ plants and soil. Their estimate of total storage was 26 Pg of carbon. According to the United Nations Food and Agriculture Organization, trees store 289 Pg of carbon worldwide. The world’s trees, soil, and leaf litter store an estimated 653 Pg of carbon.

The Southern United States was a carbon sink for the period of 1895–2007, over which there was an increase in terrestrial carbon of 0.80 Pg (See fig. 9). This amount accounted for 2.7 percent of the total carbon stored across the entire Southern United States in 1895. Between 1895 and 1950, however, the Southern United States was a carbon source of 1.20 Pg. Between 1951 and 2007, the Southern United States was again a carbon sink, storing an additional 2.0 Pg of carbon. The scientists believe that the Southern United States was a carbon source between 1895 and 1951 because many acres of forest land were cleared for agriculture. From the 1950s until the late 1900s, many of these agricultural lands were abandoned and forests grew back.

 

Overall, the scientists found that changes in land uses over the past 112 years have had a negative impact on carbon storage in the Southern United States. The scientists discovered that different kinds of land use stored different amounts of carbon (fig. 10). The application of nitrogen fertilizer and an increase in nitrogen released on Earth had a positive impact on carbon storage. This positive impact is from the beneficial effects of nitrogen on plant growth. When plants grow, more carbon is stored.

 

Two side by side photos one is a wooded area and the other is a house
Figure 10. Which land use stores the most amount of carbon?

 

Climate change, as an individual variable, appeared to have little direct impact on carbon storage in the Southern United States. However, when considering that most of the other variables studied had an impact on climate change, some of the change in carbon storage can be indirectly related to climate change.

 

Although the Southern United States was a carbon sink over the past 112 years, many factors influenced carbon storage positively and negatively. Some factors related to climate change had a negative effect, for example, but were offset by increased nitrogen and the application of nitrogen fertilizer. Land use change had a negative effect, but was offset by an increase in the amount of forest land in the Southern United States.

 

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Discussion

The scientists found that an increase in atmospheric carbon dioxide and nitrogen created a carbon sink over the time period. Increases in ground-level ozone, urban development, and a changing climate contributed most to carbon losses.

 

The scientists noted that the list of variables they considered was incomplete. Forest management, for example, could affect NCE but was not included in the model. Hurricanes, fires, and other natural disturbances were also not included in the model. If these variables were included, NCE estimates might be different.

 

The scientists said that additional research is needed to better understand how changes on the planet contribute to the carbon balance between Earth and the atmosphere.

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Adapted from Tian, H., Chen, G., Zhang, C. [and others]. 2012. Century-scale responses of ecosystem carbon storage and flux to multiple environmental changes in the Southern United States. Ecosystems. 15: 674-694. http://www.srs.fs.fed.us/pubs/ja/2012/ja_2012_tian_002.pdf.

PDF preview of Natural IQ Climate Change cover. The cover is a photo of a woman holding a large measuring device in a river.

Part Of

Natural IQ - Vol. 1 No. 1

Explore Full Journal
SHARE
  • Copy Link
  • Facebook
  • X (Twitter)
  • Pinterest
  • Email
  • Google Classroom
Read Distraction Free Download PDF
  • PDF preview of Everything But the Carbon Sink FACTivity.
    The questions you will answer in this FACTivity are: What are the characteristics of an area identified as a carbon sink? What are the characteristics of an area identified as...

    FACTivity – Everything but the Carbon Sink

    • Activity
    • Middle School
    • 1 Hour
    • Active Forest Management
    • Carbon
    • Carbon Cycle
    • Carbon Sink
    • Climate Change
    • Graphic Organizer
    • Outdoor Activity
    The questions you will answer in this FACTivity are: What are the characteristics of an area identified as a carbon sink? What are the characteristics of an area identified as...
    • Explore Activity
    • Download FACTivity (PDF)
    • Explore Activity
    • Download FACTivity (PDF)

    Part Of

    Everything but the Carbon Sink: Carbon Storage in the Southern United States

Download PDF

Jump To

  • Education Standards
  • Educator Guide
  • Lesson Plans
  • Education Files
  • Project Learning Tree

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.A-M1
    All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
  • ESS2.A-M2
    The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
  • ESS2.D-M1
    Weather and climate are influenced by interactions involving Sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
  • 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.
  • LS1.C-M1
    Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
  • LS1.C-M2
    Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
  • 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.
  • PS3.D-M1
    The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
  • PS3.D-M2
    Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
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
  • Production, Distribution, and Consumption
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is a Natural Inquirer Journal?

Three Natural Inquirer journal covers with NI bee

 

A Natural Inquirer journal is a collection of 4-8 articles on a related science topic. Journals are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students. Some journals are particularly suited to high school students; you can find our grade level recommendations in the tags on the product page or by filtering journals by grade level.

Journals include:

  • Four to eight articles based on published, peer-reviewed research papers; the articles keep the research paper format (see more below) but are written in language students can understand.
  • A FACTivity for each article, which is an activity to complete after reading the article. The FACTivity helps reinforce major science concepts from the article. These activities are designed to be easy to implement, with few material requirements and options for adapting them for your audience or available resources. Some articles in a journal may have two FACTivities.
  • A short “Welcome to the journal” article about key background information and science concepts that unify the articles included in the journal
  • A glossary of new terms for each article and the introductory materials.
  • A list of related Natural Inquirer publications for each article as well as outside references.
  • Standards correlations, including Next Generation Science Standards, addressed in the articles and the FACTivities.

Journals may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.

 

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

Reading Modes

Journals are available in three different formats:

  • Hard copies can be ordered from the website and shipped, all free of charge.
  • PDF versions of the printed journal can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version. You can also download individual articles as pdfs.
  • The “Read Distraction Free” option allows the individual articles to open in their own window, without the rest of the website being visible. These articles can be found under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and Number Crunches. Students can enter their answers, submit them, and then receive the correct answers to double-check their work. Submitted answers are not saved on the website and will disappear once the window is closed.

What's in a Natural Inquirer Article?

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

    This section introduces the scientists (and others) who worked on the study. In their own words, they each share a memorable science experience, a favorite research project, or something they learned during the course of their education or research.

    Use this section to:

    • Introduce kids to the variety of people who work in science
    • Introduce kids to the variety of scientific fields and give brief descriptions of science-related jobs
    • Explore ways that people interact with science every day

    Next Generation Science Standards (NGSS) applications:

    • Science and Engineering Practices
    • Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World

    Note that specific standards for this particular 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.

    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 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

  • Questions Only Lesson Plan PDF preview
    Use Bloom’s Taxonomy and an adaptation of the “questions only” reading strategy to help students read and understand a Natural Inquirer article. Note: This lesson plan can be used with...

    Lesson Plan – Questions Only

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • Critical thinking
    • Guided reading
    • Reading strategy
    Use Bloom’s Taxonomy and an adaptation of the “questions only” reading strategy to help students read and understand a Natural Inquirer article. Note: This lesson plan can be used with...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
  • PDF Preview of the Paragraph by Paragraph Lesson Plan
    Focus student understanding of the main idea of a paragraph in each section of a Natural Inquirer article through a reading and note-taking process. This lesson plan can be used with any...

    Lesson Plan – Paragraph by Paragraph

    • 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
    • Graphic Organizer
    Focus student understanding of the main idea of a paragraph in each section of a Natural Inquirer article through a reading and note-taking process. This lesson plan can be used with any...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
  • PDF Preview of the Venn Diagram Lesson Plan
    Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.

    Lesson Plan – Venn Diagram

    • 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
    • Graphic Organizer
    Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

Education Files

Project Learning Tree

If you are a trained Project Learning Tree educator, you may use “Our Changing Climate” or “Our Changing World” as additional resources.

Glossary

View All Glossary
  • analyze

    (a nǝ līz): To study or find out the nature and relationship of the parts of something.

  • atmospheric

    (at mə sfēr ik): Of, relating to, or occurring in the atmosphere. The atmosphere is the whole mass of air surrounding Earth.

  • biomass

    (bī ō mas): The amount of living matter (in a unit area or volume of habitat).

  • consumer

    (kän sum ür): A person or thing that consumes or uses something.

  • cultivate

    (kəl tə vāt): To prepare and use for the raising of crops; also, to loosen or break up the soil about (growing plants).

  • fossil fuel

    (fä sǝl fyü(ǝ)l): A fuel (such as coal, oil, or natural gas) formed in the Earth from plant or animal remains.

  • indirect

    (in də rekt): (1) Not straight or direct; (2) not having a plainly seen connection.

  • leaf litter

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

  • nutrient

    (nü trē ǝnt): A substance or ingredient that promotes growth, provides energy, and maintains life.

  • offset

    (of set): To serve as a counterbalance for or to compensate for.

  • photosynthesis

    (fō tō sin thǝ sǝs): The process by which plants (and some bacteria and protists) that contain chlorophyll make carbohydrates from water and from carbon dioxide in the air in the presence of light.

  • precipitation

    (pri si pə tā shən): A deposit on the Earth of hail, mist, rain, sleet, or snow.

  • producer

    (prō dü sər): An organism (such as a green plant) viewed as a source of living matter that can be consumed by other organisms.

  • stimulate

    (stīm ü lāt): To excite to activity, greater activity, or growth.

  • terrestrial

    (tə re st(r)ē əl): Of or relating to land as distinct from air or water.

  • tropospheric

    (trō pə sfēr ik): Of or relating to the part of the atmosphere, measured from the surface of the planet to about 6 miles.

  • ultraviolet radiation

    (ǝl trǝ vī lǝt rā dē ā shǝn): Radiation that has a wavelength shorter than wavelengths of visible light (situated beyond the visible spectrum at its violet end) and longer than those of X-rays.

  • variable

    (ver ē ə bəl): (1) A factor, trait, or condition that can be changed or controlled; (2) a quantity that may assume any one of a set of values.

  • volume

    (väl yüm): The amount of a substance.

  • Hanqin Tian holding up a piece of moss

    Hanqin Tian

    Systems Ecologist | Systems Modeler

    My favorite science experience is discovering how ecosystems work. I study how energy is transferred from the Sun to producers and then to consumers. I am also interested in how...
    View Profile
  • Dafeng Hui showing research equipment to come collegues

    Dafeng Hui

    Plant Ecologist

    My favorite science experience is working with students to collect experimental data in the field. It is always a pleasure to stimulate students’ interests and bring new students to this...
    View Profile
  • Art Chappelka working in the field

    Art Chappelka

    Plant Pathologist

    My favorite science experience is studying how plants respond to pollutants and to a changing climate. Plants continually respond to their environment in ways that we can see and also...
    View Profile

Jump To

  • Additional Resources

Additional Resources

  • Climate Kids: NASA's Eyes on the Earth

    Learn more about climate change with activities and games for students.

    Visit Website
  • NOAA Climate Change for Students

    Learn more about the climate and how it can affect the environmental conditions from the National Oceanic and Atmospheric Administration.

    Visit Website
Back to Top
  • Natural Inquirer - Homepage
  • Find Outdoors
  • USDA
  • USDA Forest Service logo.

The Natural Inquirer program produces a variety of science education materials for PreK through grade 12. Natural Inquirer products are produced by the USDA Forest Service, FIND Outdoors, and other cooperators and partners.

Please enable JavaScript in your browser to complete this form.
* denotes mandatory fields
Loading
  • Facebook
  • Pinterest
  • X, formerly Twitter
  • YouTube
  • About Natural Inquirer
  • Team
  • Partners
  • Press & Past Events
  • Contact Us
  • Accessibility Policy
  • Privacy Policy
  • Shipping Policy
© 2026 - Natural Inquirer | Website Credit