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

  • Article
  • High School
  • Middle School
  • 1 Classroom Period
  • Carbon
  • Atmosphere
  • Carbon Cycle
  • Carbon Dioxide
  • Carbon Storage
  • Glucose
  • Photosynthesis
  • Respiration
  • Roots
  • Transpiration
  • Troposphere
tree root diagram
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The scientists in this study wanted to know how rising levels of carbon dioxide in the troposphere might affect the amount of carbon sent belowground by trees and made available for tree root growth and maintenance.

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

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • Method
  • Findings
  • Discussion
  • Tree of Life

Meet the Scientists

Ram Oren

Ram Oren

My favorite science experience was as a graduate student when I “discovered” that the structure of leaves determined how they worked. Later, I found out that two Estonians had discovered... Read Full Bio
Sari Palmroth

Sari Palmroth

My favorite science experience is to put a green leaf in a small chamber. Then, given that there is enough light in the chamber, I like to see how the... Read Full Bio
Heather McCarthy

Heather McCarthy

Research Scientist

My favorite science experience was going to the Wind River Canopy Crane in Washington. I got to ride in the crane, which goes 200 feet in the air above 500... Read Full Bio
Kurt Johnsen

Kurt Johnsen

Plant Physiologist

My favorite science experience was collecting seed from old-growth red spruce trees in Nova Scotia. Read Full Bio
Michael Ryan

Michael Ryan

Plant Physiologist

I have two favorite science experiences! The first was my first visit to primary wet tropical forest in Costa Rica. It was like entering a different world. Very dim, green... Read Full Bio
John Butnor

John Butnor

Plant Physiologist

My favorite science experience was mapping tree roots with ground penetrating radar near the Arctic circle in Northern Sweden. Read Full Bio
William Schlesinger

William Schlesinger

My favorite science experience was watching woodcocks at dusk in a northeastern Ohio shrub wetland. Read Full Bio

Thinking About Science

When scientists work to solve a problem or answer a question, they often work on teams. As you can see from the scientists above, this research involved a team. This team included men and women with different skills, abilities, and interests.

 

Think about your experience of working on teams. Do you always agree with everyone on your team? At times during this research project, the scientists did not always agree either. It is normal for scientists to disagree with one another. They might disagree, for example, on how to collect their data. They might disagree on how to explain their findings. When scientists work together on a project, they must work out their differences. Because they respect each other’s talents, they often suggest new experiments that will help them to resolve their differences.

Think about a time when you disagreed with someone on how to do something.

Were you able to continue working together?

How did you solve your disagreement?


Thinking About the Environment

The atmosphere is made up of layers of gases surrounding Earth (figure 1). The troposphere is the layer closest to Earth. About 99 percent of the troposphere is made up of nitrogen and oxygen. Of the remaining one percent, about 0.036 percent is carbon dioxide, or CO2.

 

A graphic of Earth's atmosphere
Figure 1. Earth’s atmosphere. From the surface of Earth where people live, one can see clouds in the troposphere. Most of Earth’s weather happens in this layer of Earth’s atmosphere.
(Image courtesy of The University of Tennessee-Knoxville.)

 

Trees capture some of this carbon dioxide from the atmosphere through the process of photosynthesis. One product of photosynthesis is glucose, from which trees obtain energy. Glucose is a carbohydrate and contains carbon, hydrogen, and oxygen. You can see that through photosynthesis, trees capture carbon and use it to grow and maintain their living tissues.

 

Largely from burning fossil fuels such as coal and oil, Earth’s troposphere is experiencing higher levels of carbon dioxide and other greenhouse gases. These gases trap the sun’s warmth and are causing changes in Earth’s climate. As the level of carbon dioxide rises, more carbon dioxide will be available to trees. This increase in carbon dioxide may not only change Earth’s climate. It may also change the amount of photosynthesis in trees and forests world-wide.

 


Introduction

Can you see an entire tree just by looking at it? Of course not! A tree’s roots reach underground and cannot be seen. Roots absorb water and nutrients from the soil to be used by the tree to grow and survive (figure 2). Roots are necessary to keep a tree from falling over. Although most of a tree’s living tissue is visible above ground, its unseen root system is also alive.

 

A graphic of tree roots
Figure 2. Trees have living tissue belowground.

 

In “Thinking About the Environment,” you learned that carbon is captured by trees during photosynthesis. Carbon is found aboveground in the trunk, branches, and leaves, and belowground in the roots of trees.

 

When a tree is cut down to be used for products, some of the carbon can last in solid form for many years. This is particularly true if the tree is used to build homes or furniture. If a tree is not cut down, most of the carbon stays in the tree until it dies and decays or is burned in a fire.  During decay or a fire, the tree’s aboveground carbon is released back into the troposphere. Because roots are better protected underground, they decay at a slower rate. Across a tree’s life span, a large amount of carbon is also released during respiration (figure 3). Respiration happens both aboveground and belowground.

 

A graphic of how carbon cycles through trees
Figure 3. The movement or cycling of carbon by trees.

 

Climate change is caused in part by a rising amount of carbon dioxide in the troposphere. Scientists are becoming increasingly interested in how global climate change might affect life on Earth. As a part of this, some scientists want to predict what might happen to trees as the climate changes. To do this, scientists need to understand how much carbon dioxide trees capture, how much carbon they hold, and how much they respire back to the troposphere. To understand the total amount of carbon captured, held, and respired by a tree, scientists need to know how much carbon is kept aboveground and how much is sent belowground to a tree’s root system.

 

Scientists can estimate the amount of carbon found aboveground in a tree. The amount of carbon is about equal to one-half of the tree’s weight, after all water has been removed. Belowground, however, it is a different story! Because roots are underground, it is difficult to measure the amount of carbon they hold and how much carbon is lost during respiration. If a scientist digs up a root, the roots may be destroyed and the tree may be damaged or killed. Some scientists are now using technology such as radar to estimate the amount of carbon in roots.

 

The scientists in this study wanted to know how rising levels of carbon dioxide in the troposphere might affect the amount of carbon sent belowground by trees and made available for tree root growth and maintenance.

 

 

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Method

The scientists used data from four special research areas. In these areas, trees were planted on an area of land and allowed to grow. When the trees were ten years old, large towers were constructed in circles within the trees (figure 4).

 

Towers in a forested area
Figure 4. The Duke FACE research area near Durham, North Carolina. These towers spray carbon dioxide gas into the trees.

 

The towers emit carbon dioxide into the air surrounding trees in the forest (figure 5).

 

A tank of carbon dioxide
Figure 5. Liquid carbon dioxide is driven to the site and stored in tanks. The liquid carbon dioxide flows through a large series of pipes, where it is heated enough to turn it into gas. The gas is then piped to the towers.

 

Using technology in this way, the scientists could simulate rising levels of carbon dioxide on trees in the out-of-doors. These areas and the research done within them are called FACE. FACE stands for Free-Air Carbon Enrichment. Data from trees growing in four FACE areas were used. These areas are in North Carolina, Wisconsin, Tennessee, and Italy (figure 6).

 

Maps of the U.S. and Europe with the sites denoted by stars
Figure 6. Using a globe or map, compare the latitude of the four areas. Latitude is measured by imaginary lines on Earth’s surface. These lines are parallel with the Equator. The Equator is measured at 0 degrees, and the poles are measured at 90 degrees north and south.

 

Remember that carbon is captured during the process of photosynthesis. The amount of photosynthesis happening in a tree is partly dependent on the amount of leaf area exposed to sunlight (figure 7). You can see that the amount of carbon a tree captures is related to its ability to photosynthesize. When carbon is captured during photosynthesis, it flows to different areas of the tree. Some of the carbon flows underground to the roots. Some of the carbon stays aboveground in the trunk, branches, and leaves of the tree. Aboveground and belowground, much of the carbon is released during respiration.

 

A diagram of what happens when sunlight hits a tree canopy
Figure 7. A tree canopy and the amount of leaf area exposed to sunlight.

 

The amount of leaf area exposed to sunlight and the amount of carbon dioxide in the air control the amount of photosynthesis. The scientists reasoned, therefore, that the amount of leaf area in a tree might be related to the amount of carbon captured by the tree. It is not easy, but it is possible for scientists to estimate the amount of leaf area in a tree.

 

Scientists can also estimate the amount of carbon sent below ground, although this is much harder for them to do. The carbon sent to the roots as glucose is used by the tree to keep the root system alive. When roots respire, they release carbon dioxide into the soil as they use the energy in the carbohydrates. Therefore, some of the carbon is used to make new roots and some is released as carbon dioxide (figure 8).

 

Cylinders in the ground
Figure 8. These cylinders, which measured the amount of carbon dioxide released from the soil, were moved every week to a new location under the trees.

 

The scientists selected trees at different points within the FACE area. For these trees, the scientists estimated the amount of carbon being sent belowground. This included carbon held in the roots, as well as the amount of carbon released during respiration. They did this at different times, and they did it when the trees were exposed to higher than our current levels of carbon dioxide.

 

The scientists compared the amount of carbon being sent underground with the amount of leaf area in the same trees. This included the amount of carbon held in the roots, as well as the amount released during respiration. They added these amounts to arrive at a total amount of carbon for each year, and they took measurements for four years.

 

The scientists, therefore, observed and recorded the relationship between the amount of a tree’s leaf area and the amount of carbon sent belowground when different levels of carbon dioxide were in the air.

 

 

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Findings

The scientists found that under the current amount of carbon dioxide in the air, the amount of leaf area in the trees was inversely related to the proportion of carbon sent below-ground. In other words, as leaf area increased, the proportion of carbon sent belowground decreased. The same relationship was found under increasing levels of carbon dioxide (figure 9).

 

A graph showing the relationship between leaf area and photosynthesis
Figure 9. The relationship between leaf area, photosynthesis, and the amount of carbon sent belowground in trees. As a tree grows, the amount of carbon taken in rises to a maximum level, and less carbon is sent belowground.

 

At some point the number of leaves on a tree exceed a certain amount. Then, the lower leaves begin to receive less sunlight. When the tree reaches this point, it does not photosynthesize as much as before. When photosynthesis is at its peak, scientists say a tree has reached saturation.

 

 

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Discussion

In this study, the scientists found that the amount of carbon sent belowground by a tree is inversely related to the amount of leaf area in the tree. As photosynthesis increases in a tree, therefore, the largest proportion of the carbon in the tree is kept aboveground.

 

Trees are dependent on a number of resources for health. They must have sunlight, water, and nutrients. Remember that through photosynthesis, carbon dioxide is converted to glucose. Trees use glucose for energy. Energy is created during the respiration process, when some of the carbon dioxide is released back to the troposphere.

 

When trees have enough water and nutrients, they put most of their energy into photosynthesis and aboveground growth. This means that they do not send a lot of carbon, and therefore energy, into their root systems. When trees do not have enough of the resources they need, they put less energy into aboveground growth and send more carbon (and energy) into their roots.

 

As the level of carbon dioxide in the atmosphere rises, the amount of carbon dioxide available for capture is increased. Under these conditions,
trees may experience an increase in leaf area and photosynthesis until they reach saturation.

 

This research helps scientists better understand the relationship between a tree’s leaf area, the rate of its photosynthesis, and its root system. It also helps scientists predict what might happen to trees as the climate changes. This is, however, just one study. For scientists to better understand these relationships, they must study a greater variety of tree species.

 

 

 

 

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Tree of Life

Celtic tree of life emblem
Here is a design called the “Tree of Life.”

Think about the article you just read. Compare this design with what you know about the roots of trees.

In what ways is this design accurate in what it suggests about trees and their roots?

In what ways is it inaccurate?

What does this design suggest about trees? Is it meant to be an accurate representation of a tree? Draw your own design of a tree and its roots.


From: Palmroth, S., Oren, R, McCarthy, H. R., Johnsen, K. H., Finzi, A. C., Butnor, J. R., Ryan, M. G., Schlesinger, W. H. (2006). Aboveground sink strength in forests controls the allocation of carbon below ground and its [CO2 ]-induced enhancement. Proceedings of the National Academy of Sciences, Vol. 103(51): 19362-19367. http://www.treesearch.fs.fed.us/pubs/27136.

FACELook cover with illustration of leaves

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FACELook - Vol. 1 No. 1

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  • PDF preview of FACELook FACTivity
    In this FACTivity, you will assess and compare two trees. The questions you will answer are: 1) What is the estimated leaf area of two similar trees in your schoolyard? 2)...

    FACTivity – FACELook

    • Activity
    • Middle School
    • 1 Classroom Period
    • Compare and Contrast
    • Diameter at Breast Height (DBH)
    • Outdoor Activity
    • Recording Data
    • Study Design
    • Tree growth
    • Tree Health
    In this FACTivity, you will assess and compare two trees. The questions you will answer are: 1) What is the estimated leaf area of two similar trees in your schoolyard? 2)...
    • Explore Activity
    • Download FACTivity (PDF)
    • Explore Activity
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    FACELook! Exploring the Relationship Between Carbon, Photosynthesis, and the Roots of Trees

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

Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ESS2.D-H2
    Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
  • ESS2.D-H3
    Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
  • ESS2.D-H4
    Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
  • ESS3.D-H1
    Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
  • ESS3.D-H2
    Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
  • 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-H1
    The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
  • LS1.C-H2
    The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.
  • LS1.C-H3
    As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.
  • LS1.C-H4
    As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.
  • 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-H2
    Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.
  • LS2.B-H3
    Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geologic, and biological processes.
  • 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-H2
    Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
  • 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-H2
    The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.
  • 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.
  • Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
  • By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
  • Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
  • 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 9-10 texts and topics.
  • Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
  • Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
  • Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
  • Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
  • People, Places, and Environments
  • Science, Technology, and Society
  • Time, Continuity, and Change

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

    Lesson Plan – Reading a Natural Inquirer Article – FACELook

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

    Part Of

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

  • PDF Preview of Lesson Plan
    In a strange twist of fate, your class has been transformed into the scientist or scientists they will read about in any Natural Inquirer article. Have students fill out the...

    Lesson Plan – Postcard

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    In a strange twist of fate, your class has been transformed into the scientist or scientists they will read about in any Natural Inquirer article. Have students fill out the...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    The Morel of the Story - Vol. 1 No. 8

  • PDF Preview of Twitter Team Lesson Plan
    In this lesson, students will increase their reading comprehension, critical thinking skills, and summarization and explanation skills. Students will role-play as members of the Natural Inquirer Twitter Team (now X...

    Lesson Plan – Twitter Team

    • Lesson Plan
    • High School
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Reading Comprehension
    • Reading for Information
    • Science Writing
    • Summarize
    In this lesson, students will increase their reading comprehension, critical thinking skills, and summarization and explanation skills. Students will role-play as members of the Natural Inquirer Twitter Team (now X...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Hawaii Pacific Islands - Vol. 1 No. 16

Education Files

Glossary

View All Glossary
  • carbohydrate

    (kär bō hī drāt): Any of various compounds of carbon, hydrogen, and oxygen (as sugars, starches, or celluloses) most of which are formed by plants and are a major animal food.

  • data

    (dā tǝ or da tǝ): Factual information (such as measurements or statistics) used as a basis for reasoning, discussion, or calculation.

  • diversity

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

  • emit

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

  • erode

    (i rōd): To wear away by the action of water, wind, or glacial ice.

  • glucose

    (glü kōs): A sugar that occurs especially in a naturally occurring form that is found in plants, fruits, and blood and is a source of energy for living things.

  • inverse

    (in vərs): Opposite in order, nature, or effect.

  • photosynthesize

    (fō tō sin(t) thə sīz): To make carbohydrates from water and from carbon dioxide in the air in the presence of light (done by plants and some bacteria and protists that contain chlorophyll).

  • proportion

    (prə pȯr shən): The size, number, or amount of one thing or group as compared to the size, number, or amount of another.

  • random

    (ran dəm): Being or relating to a set or to an element of a set each of whose elements has equal probability of occurrence; having a definite and especially an equal probability of occurring.

  • respiration

    (re spə rā shən): The physical processes (as breathing and diffusion) by which a living thing obtains the oxygen it needs to produce energy and eliminate waste gases (as carbon dioxide).

  • respire

    (ri spī(-ə)r): To engage in respiration; to breathe.

  • saturation

    (sa chə rā shən): The state of being saturated, or full of or unable to absorb or hold more moisture.

  • simulate

    (sim yǝ lāt): To make an imitation (or copy or model) by one system or process of the way in which another system or process works.

  • species

    (spē sēz or spē shēz): A category of living things that ranks below a genus, is made up of related individuals able to produce fertile offspring, and is identified by a two-part scientific name.

  • 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.

  • A photo of Kurt Johnsen in a baseball cap and glasses.

    Kurt Johnsen

    Plant Physiologist

    My favorite science experience was collecting seed from old-growth red spruce trees in Nova Scotia.
    View Profile
  • A photo of Heather McCarthy sitting on a tree trunk in a forest.

    Heather McCarthy

    Research Scientist

    My favorite science experience was going to the Wind River Canopy Crane in Washington. I got to ride in the crane, which goes 200 feet in the air above 500...
    View Profile
  • A photo of Ram Oren.

    Ram Oren

    My favorite science experience was as a graduate student when I “discovered” that the structure of leaves determined how they worked. Later, I found out that two Estonians had discovered...
    View Profile
  • A photo of Sari Palmroth kneeling beside a kangaroo.

    Sari Palmroth

    My favorite science experience is to put a green leaf in a small chamber. Then, given that there is enough light in the chamber, I like to see how the...
    View Profile
  • A photo of Michael Ryan wearing a headlamp and safety harness.

    Michael Ryan

    Plant Physiologist

    I have two favorite science experiences! The first was my first visit to primary wet tropical forest in Costa Rica. It was like entering a different world. Very dim, green...
    View Profile
  • A photo of William Schlesinger.

    William Schlesinger

    My favorite science experience was watching woodcocks at dusk in a northeastern Ohio shrub wetland.
    View Profile
  • A photo of John Butnor wearing a hard hat and other safety gear in a crane lift in a forest.

    John Butnor

    Plant Physiologist

    My favorite science experience was mapping tree roots with ground penetrating radar near the Arctic circle in Northern Sweden.
    View Profile
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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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