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  • Fire Toolbox: Reducing Wildfire Severity with Prescribed Fire and Thinning
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Fire Toolbox: Reducing Wildfire Severity with Prescribed Fire and Thinning

  • Article
  • High School
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Fire
  • Antelope Fire
  • Experimental Design
  • Fire Break
  • Forest Treatments
  • Klamath National Forest
  • Prescribed Fire
  • Red Flag Warning
  • Thinning
  • Weather
  • Wildfire
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In this article, read about a study where scientists were interested in understanding the impacts of different forest treatments, like thinning and prescribed fire, on forest conditions. Setting up an experimental design to test these treatments' impacts during a wildfire was impossible, but when a real wildfire burned through the study plots unexpectedly, scientists were able to see how these treatments affected forest resilience.

Fire Toolbox: Reducing Wildfire Severity with Prescribed Fire and Thinning

Jump To

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

Meet the Scientists

Emily Brodie

Emily Brodie

Ecologist

I really love field work and data collection. In particular, there are times when the place where you are or the thing that you are measuring just blows you away.... Read Full Bio
Eric Knapp

Eric Knapp

Forest Ecologist | Fire Ecologist

There are many favorite science experiences, including collecting data after the Antelope Fire that occurred in California in 2021. It was fascinating trying to reconstruct how the fire moved and... Read Full Bio
Stacy Drury

Stacy Drury

Plant Ecologist

I focus on plant and fire interactions. I am interested in how fire helps shape the vegetative landscape around us. I have had a long, successful career, so picking out... Read Full Bio

What Kinds of Scientists Did This Research?

  • Ecologist: This scientist studies the relationship of living things with their living and nonliving environment.
  • Fire Ecologist: This scientist studies the relationship between fire and the environment that it affects.
  • Plant Ecologist: This scientist studies the way plants interact with their environment or with other organisms, including other plants.

Career Spotlight

Did you know that there are many different types of ecologists? One of the ecologists in this study, Dr. Brodie, is also called a forest monitoring scientist. She studies and monitors different areas of the forest for changes. Dr. Brodie also works for a State science agency called California Department of Forest and Fire Protection (CalFire). As an ecologist, you can work in a variety of places such as private companies, nonprofit organizations, Federal agencies, and State governments.

Thinking About Science

Scientists work together to solve problems. They develop research studies to help them answer questions. Scientists often create experimental designs to help them answer those questions. With an experimental design, there is a structured process that uses an experiment to test a hypothesis.

In this study, the scientists had a unique opportunity to study wildfire using an experimental design. Due to the uncertain nature of wildfire, setting up an experimental design is difficult; it is hard to know with certainty where and when a wildfire will burn. Experiments with wildfire may also be difficult because of a lack of data on the condition of the forest before the fire.

However, the area that was burned by a wildfire in this study had been used for forest research for many years before the wildfire went through it. Therefore, there was a lot of data available about the land. This circumstance allowed the scientists to gather data for a large-scale wildfire forest management study.


Thinking About the Environment

Wildfires can be highly unpredictable. The fire behavior triangle is a way for people to think about how wildfires move and change, or basically how a wildfire behaves.

The fire behavior triangle helps people make predictions about what might happen during a wildfire. The three sides of the triangle are fuels, weather, and topography (figure 1).

 

A triangle with the labels "Fuels," "Weather," and "Topography" on its sides.
Figure 1. The fire behavior triangle shows how fuels, weather, and topography are important factors to consider when thinking about fire behavior. National Park Service illustration.

 

Surface fuels—all living and nonliving material near the ground that can be burned by a fire. Dead branches, leaves, twigs, and other debris that pile up on the forest floor, plus low shrubs, are all examples of surface fuel (figure 2). There is also fuel in the canopy of a tree.

 

A Forest Service firefighter uses a drip torch to conduct pile burns. There is a large pile of sticks and twigs that are on fire with trees and a gravel area in the background. Several small areas of fire can be seen.
Figure 2. Forest Service personnel complete pile burns. Pile burns help reduce surface fuels. The firefighter uses a drip torch to start the prescribed fire. Forest Service photo by Janice Wilburn.

 

The most important factor in the fuels category is moisture level. High moisture content slows the burning process. If fuel moisture is very low, the fuel is consumed more rapidly, which can lead to extreme fire behavior.

Weather—the wind, temperature, and humidity. Wind is the most important factor of weather because it brings oxygen to the fire. Fires need oxygen, heat, and fuel to burn.

Another weather factor is temperature. Generally, fuels ignite faster with higher temperatures. Finally, humidity is also an important weather factor. Low humidity means drier fuels. Drier fuels catch fire more quickly.

Topography—the shape of the land. Topography can help or hinder the spread of the fire. For example, a rocky area can act as a fuelbreak. Elevation is another important component of topography. Higher elevations tend to be windier but colder. The slope of the topography is also useful to understand. For example, fire at the bottom of a steep slope may move more quickly. This quick movement is because the heat rising from fire at the bottom of the slope may preheat the area above the fire. Then the preheated area catches fire more quickly as the fire moves up the slope.


Introduction

People take care of forests for a variety of reasons. One reason is to prevent severe wildfires that can hurt people and damage land and property. As you read in Thinking About the Environment, wildfire behavior is influenced by the fuels in a forest (both on the surface and in the tree canopy), weather, and topography. People can’t really control the weather or topography of a forest, but they can manage the availability of fuels.

Forest thinning and prescribed fire are two forest treatment tools that are used to help reduce canopy fuels and ladder fuels in the forest. Canopy fuels are fuels in the top portion of the tree, otherwise known as the crown of the tree (figure 3). Ladder fuels are fuels, like grass, shrubs, and low branches, that allow fire to climb from the ground to reach the tree crown.

 

Looking from the ground up to the top of a group of trees. The tree canopy is so thick that it is hard to see the sky above the canopy.
Figure 3A. A tree crown is the top portion of the tree with leaves and branches. Licensed photo by Adobe Stock.

 

A large fire burns through trees and tree crowns.
Figure 3B. Fire burns through trees and the tree crowns. Forest Service photo.

 

Forest thinning means that trees are removed from the forest in a planned way (figure 4). Thinning prevents the overcrowding of trees. Overcrowded areas create stress on the trees, which can lead to unhealthy and diseased trees. Additionally, overcrowded areas provide more fuel for wildfire if it burns through that area.

 

On the left, (labeled A) a forested area before thinning. The photo shows thick trees in the background as well as a lot of shrubs and smaller trees in the understory. There is also some grass. On the right (labeled B), a forested area after thinning. This is the same area as shown in the photo on the left, but it has noticeably less shrub and tree density. You can see clear spaces between some of the trees.
Figure 4. (A) This photo shows a forested area before thinning on Lolo National Forest in Montana. (B) This photo shows the same area but after thinning. What differences do you notice? Forest Service photos.

 

Thinning generally removes smaller trees that can act as ladder fuels. Crown fires, in the tree canopy, move quickly when a forest is overcrowded because the crowns of the trees are closer together (figure 5).

 

The illustration on top (labeled A) shows trees that are spaced apart from each other. The illustration on the bottom (labeled B) shows trees that are spaced very close to each other.
Figure 5. Look at these two illustrations. Would the forest shown in A or B be more likely to have a crown fire? Why? Illustrations by Stephanie Pfeiffer Rossow.

 

Prescribed fire is a treatment that uses controlled fire. Controlled fire is fire that is set on purpose by trained professionals and monitored by them. Prescribed fire burns surface fuels such as dead and downed wood and twigs and branches that have fallen to the forest floor (figure 6). It also helps to control understory shrubs (figure 7).

 

A firefighter in fire gear with a blue helmet uses a drip torch to light a fire to some fuel on the forest floor.
Figure 6. Prescribed fires help burn forest fuels. Forest Service photo by Alexa Pengelly.

 

An understory filled with shrubs can be seen under a large tree.
Figure 7. Understory shrubs are plants that are lower to the ground. Forest Service photo by Kerry Greene.

 

Prescribed fire can also help create fuelbreaks. Fuelbreaks are areas in a forest that contain less trees and vegetation (figure 8). The lack of fuel in fuelbreaks means that the wildfire may be slowed down or have nowhere else to go. Prescribed fire helps to reduce overall fuel in a forest and to maintain a healthy forest ecosystem.

 

A forested mountain area with a break in the trees that creates a firebreak. A firebreak creates areas where it is difficult for a fire to burn because there is little or no vegetation.
Figure 8. This fuelbreak on Hungry Horse Mountain in the Flathead National Forest can help stop a wildfire from spreading. Forest Service photo.

 

In this research, scientists were interested in understanding the impacts of different forest treatments, like thinning and prescribed fire, on forest conditions. Because it would be dangerous to test their hypothesis by creating a wildfire, they collected data on forest treatments like thinning and prescribed fire. When a real wildfire burned unexpectedly through those study plots, the scientists were then able to study how different forest treatments affected the behavior and severity of wildfire.

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Methods

The study took place on the Klamath National Forest in northern California in an area where long-term research was already being conducted (figure 9). In the late 1990s, scientists began studies in this area to assess different forest treatment methods such as thinning and prescribed fire. The study area contained mostly ponderosa pine and white fir. The scientists visited the plots periodically to assess the effects of the treatments.

 

A map of the western United States. There is a circle over a spot in northern California that shows the location of the Klamath National Forest.
Figure 9A. California is located on the west coast of the United States. The Klamath National Forest is located in northern California. Map by Leslie Shaw.

 

A map of the Goosenet Adaptive Management Area in the Klamath National Forest. The map has different color boxes to show the different treatment areas.
Figure 9B. The map shows the study locations in the Klamath National Forest. The dark black lines on the map show the roads in the area. The lighter gray lines are contour lines. Contour lines are used on topographic maps to show elevation. Forest Service map.

 

Over a century ago, long before these research plots were installed, forests in the study area were quite open. Studies of the tree rings show that in the past this area burned about every 11 years, which helped thin the forest and benefited ponderosa pine. Ponderosa pine is a species that is well adapted to frequent fire.

The forest was logged in the 1920s and many of the larger pines were cut. Larger trees can also be more resilient to fire. Wildfires, which occurred frequently before, were extinguished. Because of this management, smaller ponderosa pine and white fir trees grew back (figure 10). Smaller trees and white fir are more sensitive to fire. This combination of trees was far denser than the original forest.

 

Left (figure 10A) - Tall ponderosa pines fill the photo.Right (figure 10B) - The top of a white fir tree can be seen.
Figure 10. (A) Ponderosa pines can be seen in the photo on the left. (B) The photo on the right shows a white fir tree. Forest Service photo (A) and courtesy photo by Donald Owen, California Department of Forestry and Fire Protection, Bugwood.org (B).

 

The research area contained control plots that were not treated. Therefore, the control plots had more trees and greater tree canopy cover than the other treated areas. Controls are important in scientific experiments because they provide a point of comparison. Controls allow a scientist to know that what is being observed is not just a random event. Scientists compared the different forest treatment plots with the control plots to determine the impact of the treatments.

The plots that were treated had four different treatments applied. They were:

  • Thinning with an emphasis on keeping big trees (Thin-BT)
  • Thinning with an emphasis on keeping pine trees (Thin-P)
  • Prescribed fire only (Fire-only)
  • Thinning with an emphasis on keeping pine trees plus the addition of prescribed fire (Thin-P-fire)

The scientists repeated each treatment in multiple plots (table 1).

Table 1

Table 1. Plot names and treatment descriptions for the study in the Klamath National Forest
Plot nameDescriptionNumber of times the treatment was repeatedTotal number of plots
ControlNo treatments since logging occurred in the 1920s590
Thin-BTThinning only, with an emphasis on keeping big trees591
Thin-PThinning only, with an emphasis on keeping pine trees589
Fire-onlyPrescribed fire occurred in fall 2002 and fall 2011330
Thin-P-fireThinning with an emphasis on keeping pine trees and prescribed fire (prescribed fire occurred in fall 2001 and fall 2010)591

In the summer of 2021, the Antelope Fire, which started with a lightning strike, burned through all the plots in the study area. The study area burned from August 4 through August 9 under a range of weather conditions.

 

Did You Know?

Did you know that wildfires are often named for a geological feature that is close to the wildfire? For example, the 2021 Antelope Fire was named after Antelope Creek, an area close to where the fire started. Naming wildfires something simple is a way to quickly and easily identify a wildfire and streamline communication with the public regarding the fire.

Some of the study units burned while a Red Flag Warning was in place. A Red Flag Warning means that there are extreme conditions such as high wind, low humidity, and dry fuels that make conditions ideal for wildfires to start or for ones already burning to spread more quickly (figure 11).

 

A Red Flag warning illustration that describes what a Red Flag warning is and what actions should be taken.
Figure 11. This is an example of a Red Flag Warning. Illustration by NOAA (weather.gov).

 

The scientists realized that, although the research plots had been heavily damaged by the wildfire, there was another research opportunity available. The scientists could study how the wildfire affected the treatment areas in the research site. This information would provide valuable data about how best to manage forests to survive wildfires.

After the Antelope Fire, the scientists inspected the trees from all the plots in the study area, collecting data on fire damage—also known as fire severity. The severity ranged from mild to high.

The scientists gathered data on the amount of tree crown that was scorched or consumed by the wildfire and the height of charring on the bark (figure 12). Trees that had any green needles left on them were considered “live.” The scientists also collected the same data in the untreated control areas. The scientists used all the data they gathered and information about forest treatments in the past to determine if the forest treatments influenced wildfire behavior and severity.

 

Two people in fire safety gear and helmets are working in an area of forest that has been burned by wildfire. The trees look charred and there is a white soot covering the ground.
Figure 12. Scientists examine the burned area and record data. Forest Service photo by Eric Knapp.

Reflection Section

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Findings

Before the wildfire, the control plots had five to seven times more trees per hectare than the thinned treatment areas. One hectare is about 2.5 times the size of an acre (and just slightly smaller than a soccer field). The treatment areas that included thinning contained 98–120 trees per hectare. After the wildfire, the scientists found that all treatment areas experienced lower fire severity than the control.

 

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The most noticeable decrease in fire severity was for treatment areas that had been both thinned and treated with prescribed fire (Thin-P-fire) (figure 13).

 

A pickup truck drives down a road in a forest burned by wildfire. The area to the left of the road is badly burned with no needles left on the trees. The area to the right of the road shows burned trees, but they still have needles on the trees.
Figure 13. In this photo, the area to the left of the road is a control plot and the area on the right of the road had treatments applied. What do you notice about how the wildfire affected the two areas? Forest Service photo by Eric Knapp.

 

The scientists found some interesting results depending on the condition of the treatment area before the wildfire. Within a treatment area, fire severity increased if the plots had a dense canopy and a large amount of surface fuel (figure 14). Plots with a less dense canopy and/or less surface fuel had lower fire severity.

 

Four scientists dressed in fire safety gear and helmets stand in an area of forest that has been burned by wildfire. Several of the scientists hold note pads.
Figure 14. Scientists discuss what happened at the burn site. Forest Service photo by Eric Knapp.

 

Additionally, the scientists found that larger trees were less likely to die in the wildfire and had less of their crown affected or killed by the fire.

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Discussion

This research is the first large-scale study with treatment areas for thinning and prescribed fire that burned almost entirely during a wildfire. The scientists found the treatments helped with fire behavior, fire severity, and tree mortality even though it had been 20 years since thinning and 10 years since a prescribed fire for some of the plots. Moreover, all treatment areas did better than the control plots.

The results held true even when fire weather conditions were the most extreme, like during the Red Flag Warning, indicating that thinning and prescribed fire are useful ways to help mitigate fire behavior and severity. Additionally, the findings suggest an advantage to retaining the larger trees when thinning, as the larger trees showed more resilience to the fire.

These results can help land managers and people who work in forest management and with wildfires to understand how thinning and prescribed fire may impact wildfire behavior and reduce wildfire severity.

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Adapted from: Brodie, Emily G.; Knapp, Eric E.; Brooks, Wesley R.; Drury, Stacy A.; Ritchie, Martin W. 2024. Forest thinning and prescribed burning treatments reduce wildfire severity and buffer the impacts of severe fire weather. Fire Ecology. 20(1): 11770. https://doi.org/10.1186/s42408-023-00241-z.

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Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ESS3.B-M1
    Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces, can help forecast the locations and likelihoods of future events.
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    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.
  • LS2.A-M1
    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
  • LS2.C-M1
    Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
  • Cite specific textual evidence to support analysis of science and technical texts.
  • By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
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  • 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.
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  • 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.
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  • 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 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 Natural Inquirer in the High School Classroom Lesson Plan
    Background: Natural Inquirer (NI) articles are written at a middle school level; however, the content, format, and focus on the process of science makes these journals a perfect resource for...

    Natural Inquirer in the High School Classroom

    • Lesson Plan
    • High School
    • 1 Classroom Period
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Graphic Organizer
    • Research
    Background: Natural Inquirer (NI) articles are written at a middle school level; however, the content, format, and focus on the process of science makes these journals a perfect resource for...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Download Graphic Organizer 1 (PDF)
    • Download Graphic Organizer 2 (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Download Graphic Organizer 1 (PDF)
    • Download Graphic Organizer 2 (PDF)
  • PDF Preview of the S.C.A.N and R.U.N. Lesson Plan
    A graphic organizer to help kids read and think about a text. This lesson plan can be used with any Natural Inquirer article.

    Lesson Plan – S.C.A.N and R.U.N.

    • Lesson Plan
    • High School
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Worksheet
    A graphic organizer to help kids read and think about a text. 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 “Living With Fire” as an additional resource.

Glossary

View All Glossary
  • canopy

    (ka nə pē): A protective covering, such as the uppermost spreading branchy layer of a forest.

  • dense

    (den(t)s): (1) Marked by closeness or crowding together of parts; (2) having a high mass per unit of volume.

  • extinguish

    (ik stiŋ gwish): (1) To cause to stop burning; (2) to bring to an end.

  • ladder fuel

    (la dər fyül): Material, like smaller trees and shrubs, that can catch fire next to trees that allow the fire to reach the crown of the tree.

  • mitigate

    (mi tə gāt): To make (something) less severe, painful, or intense.

  • moderate

    (mä dǝ rāt): (verb) To lessen the intensity or extremeness of.

  • mortality

    (mȯr ta lǝ tē): The number of deaths in a given time or place.

  • periodically

    (pir ē ä di k(ǝ) lē): At regular intervals of time; from time to time.

  • resilience

    (ri zil yən(t)s): An ability to recover from or adjust easily to misfortune or change.

  • subalpine

    (sǝb al pīn): Of, relating to, or inhabiting high upland slopes and especially the zone below the timberline.

  • surface fuel

    (sər fəs fyül): Material found on or near the forest floor that can catch fire, such as twigs, branches, leaves, and low shrubs.

  • understory

    (ǝn dǝr stȯr ē): The plant layer, especially the trees and shrubs, between the forest canopy and the ground cover.

  • Emily Brodie wears a yellow safety helmet and a backpack in the forest.

    Emily Brodie

    Ecologist

    I really love field work and data collection. In particular, there are times when the place where you are or the thing that you are measuring just blows you away....
    View Profile
  • Eric Knapp wears a safety helmet and wraps a diameter tape around a tree trunk.

    Eric Knapp

    Fire Ecologist | Forest Ecologist

    There are many favorite science experiences, including collecting data after the Antelope Fire that occurred in California in 2021. It was fascinating trying to reconstruct how the fire moved and...
    View Profile
  • Stacy Drury stands above a cenote.

    Stacy Drury

    Plant Ecologist

    I focus on plant and fire interactions. I am interested in how fire helps shape the vegetative landscape around us. I have had a long, successful career, so picking out...
    View Profile

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • A Flame Changer monograph cover
    The second monograph in Natural Inquirer’s Pollinators series, this monograph explores the connection between fire and native insect pollinators. In the welcome essay, students will learn about the variety of...

    A Flame Changer – Vol. 1 No. 25

    • Monograph
    • Middle School
    • Fire
    • Insects
    • Pollinators
    • Biodiversity
    • Butterflies
    • Fire Diversity
    • Habitat
    • Loblolly Pine
    • Native Bees
    • Open Forest
    • Prescribed Fire
    • Refugia
    The second monograph in Natural Inquirer’s Pollinators series, this monograph explores the connection between fire and native insect pollinators. In the welcome essay, students will learn about the variety of...
    • Explore Monograph
    • Download Monograph (PDF)
    • Explore Monograph
    • Download Monograph (PDF)
  • Front cover of the monograph "Knock on Wood" featuring an inset photo of a technician setting a prescribed fire with a drip torch and a background photo of a longleaf pine forest.
    The “Knock on Wood” monograph explores the complex relationships between carbon, fire, longleaf pine, and the red-cockaded woodpecker. Scientists conducted a study to better understand the trade-offs of managing forests...

    Knock on Wood – Vol. 1 No. 21

    • Monograph
    • High School
    • Middle School
    • Active Forest Management
    • Carbon
    • Fire
    • Wildlife
    • Carbon Cycle
    • Carbon Storage
    • Endangered Species
    • Gopher Tortoise
    • Habitat Specialist
    • Land Use
    • Longleaf Pine
    • Prescribed Fire
    • Taproot
    • Threatened Species
    • Tradeoffs
    • Woodpecker
    The “Knock on Wood” monograph explores the complex relationships between carbon, fire, longleaf pine, and the red-cockaded woodpecker. Scientists conducted a study to better understand the trade-offs of managing forests...
    • Explore Monograph
    • Download Monograph (PDF)
    • Explore Monograph
    • Download Monograph (PDF)
  • Cover of Natural Inquirer with an illustration of firefighters in the woods
    This edition of the Natural Inquirer is all about wildland fire. You will learn about the benefits of wildland fire, as well as some of its dangers. You will learn...

    Wildland Fire – Vol. 4 No. 1

    • Journal
    • Middle School
    • Active Forest Management
    • Fire
    • Grasslands
    • Insects
    • Pollution
    • Social Science
    • Wilderness
    • Wildlife
    • Air Pollution
    • Beetles
    • Coastal Habitat
    • Conservation
    • Convection
    • Defensible Space
    • Dew Point
    • Economics
    • Electromagnetic Spectrum
    • Endangered Species
    • Fire
    • Fire Adapted Landscapes
    • Global Warming
    • Grasslands
    • Greenhouse Effect
    • Habitat
    • Heat Transfer
    • Human Health
    • Human Impacts
    • Humidity
    • Infrared
    • Natural Disaster
    • Northern Spotted Owl
    • Ozone
    • Prairie
    • Prediction
    • Prescribed Fire
    • Radiation
    • Random Sample
    • Rodents
    • Smoke
    • Tallgrass Prairie
    • Threatened Species
    • Time Scale
    • Weather
    This edition of the Natural Inquirer is all about wildland fire. You will learn about the benefits of wildland fire, as well as some of its dangers. You will learn...
    • Explore Journal
    • Download Journal (PDF)
    • Descargar Revista (PDF)
    • Explore Journal
    • Download Journal (PDF)
    • Descargar Revista (PDF)
  • Natural Inquirer cover for the Wildland Fire 2 issue. There are four squares, the top left is a row of tents, top right has a grasshopper, th bottom left a rattlesnake, and the bottom right a woodpecker. All are photographs.
    This journal focuses on wildland fire. Wildland fire is any fire occurring in vegetation areas, regardless of how it was started. In this edition, you will learn about different types...

    Wildland Fire 2 – Vol. 13 No. 1

    • Journal
    • Middle School
    • Active Forest Management
    • Fire
    • Insects
    • Social Science
    • Wildlife
    • 1910 Fires
    • Arthropods
    • Black-backed Woodpecker
    • Bosque
    • Bristlecone Pine Trees
    • Case Study
    • Community
    • Community Involvement
    • Disease Resistance
    • Fire Effects
    • Fire Management
    • Fire Preparedness
    • Fire Recovery
    • Fire Response
    • Fire Severity
    • Fire suppression
    • Foraging
    • Forest Restoration
    • Fuels Reduction
    • Fungi
    • Funnel Traps
    • Germination
    • Habitat
    • History
    • Homeowners
    • Invasive Plants
    • Keystone Species
    • Land Managers
    • Leaf Litter
    • Longleaf Pine
    • Mycorrhiza
    • Native plants
    • Prescribed Fire
    • Public Policy
    • Public Safety
    • Questionnaire
    • Restoration
    • Rio Grande
    • Riparian Areas
    • Sampling
    • Seed Dispersal
    • Seedlings
    • Sierra Nevada
    • Snags
    • Snakes
    • Soil
    • Study Design
    • Survey
    • Thinning
    • Timber Production
    • Trust
    • White Pine Blister Rust
    • Wildfire
    • Wildland Urban Interface
    This journal focuses on wildland fire. Wildland fire is any fire occurring in vegetation areas, regardless of how it was started. In this edition, you will learn about different types...
    • Explore Journal
    • Download Journal (PDF)
    • Explore Journal
    • Download Journal (PDF)

Additional Resources

  • National Park Service: "Wildland Fire Behavior"

    This article is part of the Wildland Fire Learning In Depth series. It is designed for students who want to learn more about fire.

    Read Article
  • Forest Service: "Through the Fire"

    Sometimes out of adversity comes wisdom. That was a lesson Pacific Southwest Research Station Ecologist, Eric Knapp, learned after the 2021 Antelope Fire tore through long-term research plots in northeastern California. When Knapp and fellow researchers took stock of the fire damage, they realized that the fire, unexpectedly, presented a rare opportunity to see how fuel treatments fared in real-world conditions.

    Watch Video
  • "Forest Service's burned research area fuels case for thinning and prescribed burns"

    “The U.S. Forest Service says today the aftermath of a Northern California wildfire is fueling its own insights into wildfire recovery. It’s providing a side-by-side comparison between natural growth and prescribed burning with mechanical thinning.”

    Read Article
  • Forest Service: "Prescribed fire boosts community safety & forest health"

    Read an article about how the Forest Service is using prescribed fire and the research behind it.

    Read Article
  • Forest Service: "Employee Perspective: Saving the Klamath—A firsthand account of the Antelope Fire and its aftermath"

    Read a first-hand account of the Antelope Fire (the fire in the research study) from Rachel Smith, the forest supervisor on the Klamath National Forest and Butte Valley National Grasslands since 2020.

    Read Article
  • Flickr: "Klamath National Forest"

    Browse photos from Klamath National Forest’s Flickr account.

    View Photos
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.

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