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  • Flow Down! Can Managing Forests Help Maintain Water Supplies in the Face of Climate Change?
PDF preview of Flow Down article cover. The background is a photo of a green mountain range.
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Flow Down! Can Managing Forests Help Maintain Water Supplies in the Face of Climate Change?

  • Article
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Water
  • Climate Change
  • Drought
  • Ecosystem Services
  • Flooding
  • Forest management
  • Forest Succession
  • Human Impacts
  • Streamflow
  • Transpiration
  • Water Cycle
  • Watershed
PDF preview of Flow Down article cover. The background is a photo of a green mountain range.
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The scientists in this study wanted to figure out how forest management, climate change, and streamflow interact. First, the scientists wanted to identify if forest management could affect streamflow. Second, the scientists wanted to identify types of forest management that would help protect against extreme precipitation changes that may occur as the climate changes.

 

Flow Down! Can Managing Forests Help Maintain Water Supplies in the Face of Climate Change?

Jump To

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

What Kinds of Scientists Did This Research?

  • Ecologist: This scientist studies the relationship of living things with their living and nonliving environment.
  • Hydrologist: This scientist studies water and water systems.

Meet the Scientists

Stephanie Laseter

Stephanie Laseter

Hydrologist

A favorite recent experience of mine was installing a series of flumes in several stream channels. We can use these flumes to measure the amount of water flowing in the... Read Full Bio
Chelcy Ford-Miniat

Chelcy Ford-Miniat

Ecophysiologist

As a tree ecophysiologist, I study the various functions of trees in relation to the area in which they are growing. One aspect of my research that I enjoy more... Read Full Bio
James Vose

James Vose

Forest Ecologist

I grew up near the city of Chicago, and I lived in a very crowded neighborhood. I spent Saturdays with my uncle who lived on a farm surrounded by woods.... Read Full Bio

Thinking About Science

Sometimes when scientists conduct their research, they collect data over a short period of time and then they analyze the data and draw conclusions. The scientists use data from shorter time periods because those data are usually the most accessible. Obtaining data that span decades is often difficult because of the money and other resources needed to obtain data over a long time period. However, when data are available over long time periods, scientists are thrilled to use it. Scientists like to use these data because these data offer the opportunity to discover long-term trends as opposed to only having short snapshots of how a system is responding.

 

Think about if someone has a bad year in school and they are evaluated on just this one year for getting into college. Do you think it is better to look at one year or several years the student was in school to make a decision about getting into college? Looking at several years a student has been in school is a better way of determining whether to accept a person into college. It is a better way because it provides more details and history about the person. Similarly, this longer-term understanding provides scientists with more detail for them to draw their conclusions. In this study, the scientists analyzed streamflow data over a 75-year time period.


Thinking About the Environment

Have you ever heard the term “ecosystem services?” Ecosystem services are provided by healthy natural areas just because they are healthy natural areas. Examples include clean air, clean water, beautiful landscapes, healthy soil, places for wildlife to live, minerals, and even places to do outdoor activities. Ecosystem services are important because they provide goods and services that are vital to human health and quality of life. For example, many people rely on water from streams for drinking water and everyday use in their homes.

 

Ecosystem services can be influenced by many things. For example, climate change can influence ecosystem services because landscapes and ecosystems may change how they function or look due to the change in climate. In this study, the scientists were interested in ecosystem services, including streamflow, provided by forested watersheds. The scientists were interested in how climate change may impact the streamflow provided by these forests (fig. 1).

 

An illustration of a watershed
Figure 1. A watershed is an area of land where all of the water that is underground within the area, and all of the water in streams and rivers in the area, flows to the same place. Illustration by Stephanie Pfeiffer

Introduction

Climate change can have direct and indirect impacts on water resources. Direct impacts of climate change can be seen by the presence of more extreme weather events. Extreme weather events include things like heat waves and droughts (fig. 2).

 

A plant that is withering
Figure 2. Droughts can have a huge impact on growing plants.
Photo by R.L. Croissant and courtesy of http://www.bugwood.org.

 

Droughts have a direct impact on water and water supply. The indirect impacts of climate change on water resources relate to temperature and the amount of carbon dioxide in the atmosphere. For example, an increase in temperature could increase the amount of water plants use because of transpiration and evaporation (fig. 3). If plants increase their use of water, then there will be less water available for streamflow or groundwater.

 

An illustration of the water cycle
Figure 3. Evaporation and transpiration are part of the water cycle. Illustration by Stephanie Pfeiffer.

 

Forests and how forests are managed also have impacts on water resources. For example, some types of forest management change the number of trees in an area. The number of trees that are in an area influence how much water is intercepted by these trees. The number of trees also influences how much water evaporates in this area. Forest management can change the way water flows. Some types of forest management can also create disturbances in the soil. The scientists hypothesized that climate impacts may either be made better or worse by forest management that changes the land cover.

 

The scientists in this study wanted to figure out how forest management, climate change, and streamflow interact. First, the scientists wanted to identify if forest management could affect streamflow. Second, the scientists wanted to identify types of forest management that would help protect against extreme precipitation changes that may occur as the climate changes.

Reflection Section

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Methods

The scientists obtained their data from an area called the Coweeta basin in the Southern Appalachian mountains (figs. 4a, 4b, and 5).

A map of the U.S. highlighting the Coweeta Basin in North Carolina

Figure 4a. The Coweeta basin is located in the Southern United States. Map by Lindsay Gnann.

The coweeta basin. A mountain area with clouds.

Figure 4b. The Coweeta basin is a forested watershed. Photo courtesy of USDA Forest Service.

A mountain range highlighting the test area

Figure 5. The area of study in the Coweeta basin is outlined in the middle of the photo. Photo courtesy of USDA Forest Service.

Air temperature and precipitation have been recorded at the main climate station there since 1934. Nine recording rain gauges and twelve standard rain gauges are located throughout the basin (fig. 6). Six of these gauges have been recording since 1936.

 

 

A rain gauge
A rain gauge

Figure 6. Rain gauges are useful in determining how much and how fast water falls across different areas. The scientists in this study found that the amount of precipitation increased by 30 percent at higher elevations. Why do you think this might happen? Photos by Babs McDonald.

Number Crunch

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The scientists also used long-term streamflow records from six watersheds. The six watersheds had different management and land use histories (fig. 7).

A table showing the different management histories for the watersheds
Figure 7. Each watershed had a different management history.
An illustration showing vegetation type over time

Figure 8. Look at how the type of vegetation changes over time. What do you notice about how it changes? Illustration by Stephanie Pfeiffer.

The scientists were interested in the effect of the different management practices on these watersheds. The scientists compared closely located watersheds that were similar in size and pre-management land conditions. One watershed served as a reference watershed, and the other watersheds had a management treatment applied (See fig. 7).

 

 

What Is a Reference Watershed?

A reference watershed is similar in size, character, and shape to another watershed being studied. The difference between the two watersheds in this study is that people did not take management action on the reference watershed. In some studies, a reference watershed is similar to the watersheds being studied, except that the effects of human activities are not visible or as visible.

 

If you are familiar with the concept of a control in scientific research, you will better understand reference watersheds. A control is one of the experimental conditions in which nothing is changed by the scientist. A control, like a reference watershed, enables a scientist to compare the results of their experiment (or management action) to a condition in which no action was taken.

The scientists created mathematical models to help them explain the interaction between forest management and changes in climate on streamflow. The scientists used future precipitation and temperature forecasts from general circulation models (GCMs) and management histories to estimate the streamflow up to the year 2050. The scientists determined management forecasts by assuming that in 2009, each watershed was managed as it had been in earlier years.

 

The scientists then predicted how streamflow from the different watersheds might respond to future extreme precipitation events. Extreme precipitation events include extremely dry, or drought, conditions and extremely wet conditions. The scientists’ predictions were based on what happened to these watersheds in the past. Instead of past weather and climate variables, however, the scientists used weather forecasted for the area from GCMs.

 

What Is a General Circulation Model?

A general circulation model is a computer model that allows people to forecast weather and predict future changes in climate. A general circulation model (GCM) can simulate the interactions of water, atmosphere, land surfaces, and ice. A GCM is run on computers and the output is interpreted by scientists.

Reflection Section

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Findings

The mean annual air temperature has been increasing at Coweeta. Since 1982, the temperature has been increasing at 0.5 °C per decade.

 

The scientists identified 10 extreme drought years since 1936. Eight of these extreme drought years have occurred since 1980. The most extreme dry year was 2000. The frequency of extreme wet years did not increase with time. The scientists identified 6 extreme wet years. Three of these extreme wet years occurred in the 1970s. The most extreme wet year was 1989. The summer months are becoming drier over time. The fall months are becoming wetter.

 

The scientists found that predicted streamflow in different future weather conditions was affected by almost all of the management actions examined. This finding supported the scientists’ hypothesis that climate impacts may either be made better or worse by forest management that changes land cover. The streamflow in different possible climate conditions depended on what type of management action was taken. Converting areas of deciduous trees to pine trees reduced annual streamflow during both extreme wet and extreme dry years. Different tree species absorb different amounts of water through their roots. Different species emit different amounts of water from their leaves during transpiration. Because of these differences between tree species, more or less groundwater may be available to fill streams. The type of tree species being managed, therefore, affects the rate of streamflow during both extreme wet and extreme dry years.

 

Number Crunches

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Reflection Section

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Discussion

The scientists found that both temperature and precipitation changed over the time period they studied the Coweeta basin. The scientists determined that management affected the relationship between precipitation and streamflow.

 

The scientists also determined that how an area is managed has an impact on streamflow. The change from deciduous trees to pine trees reduced annual streamflow during both extreme wet and extreme dry years. The scientists said that the reduced flow may worsen a drought during extreme dry years. However, the reduced flow may also help reduce flooding during extreme wet years.

 

In areas where pine trees were managed, the scientists found that there is a higher rate of evapotranspiration (ET). Greater ET means that soils have more room to store water during wet years. Using this management treatment would be useful, therefore, in a future climate where precipitation is increasing. If the climate becomes drier in the future, however, then this management treatment would not be a good option.

 

The scientists are not sure if the forest management actions they studied can reduce the effects of climate change. They found, however, that converting areas from deciduous trees to pine trees helps to reduce the impact of excessive precipitation. In a future climate with too much precipitation, therefore, this management action would be helpful.

 

An illustration showing White Pine trees growing along a river
Illustration by Stephanie Pfeiffer.

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Adapted from Ford, C.R., Laseter, S. H., Swank, W.T, and Vose, J. M. (2011). Can forest management be used to sustain water-based ecosystem services in the face of climate change? Ecological Applications. 21(6), 2049- 2067. http://www.srs.fs.usda.gov/pubs/ja/2011/ja_2011_ford_001.pdf

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

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Read Distraction Free Download PDF
  • PDF preview of Flow Down FACTivity.
    The question you will answer in this FACTivity is: How much precipitation falls over a month’s time at my school (or where I live)? This FACTivity also includes an extension...

    FACTivity – Flow Down

    • Activity
    • Middle School
    • 1 Month +
    • Active Forest Management
    • Water
    • Class Activity
    • Discussion Prompts
    • Experiment
    • Outdoor Activity
    • Rain Gauge
    The question you will answer in this FACTivity is: How much precipitation falls over a month’s time at my school (or where I live)? This FACTivity also includes an extension...
    • Explore Activity
    • Download FACTivity (PDF)
    • Explore Activity
    • Download FACTivity (PDF)

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    Flow Down! Can Managing Forests Help Maintain Water Supplies in the Face of Climate Change?

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

Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ESS2.C-M1
    Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
  • ESS2.C-M2
    The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.
  • ESS2.D-M1
    Weather and climate are influenced by interactions involving Sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
  • ESS3.A-M1
    Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
  • ESS3.C-M1
    Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
  • ESS3.C-M2
    Typically as human populations and per capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
  • ESS3.D-M1
    Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities.
  • LS1.C-M1
    Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
  • LS1.C-M2
    Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
  • LS2.A-M1
    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
  • LS2.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.
  • LS4.D-M1
    Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
  • Cite specific textual evidence to support analysis of science and technical texts.
  • By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
  • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
  • Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
  • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
  • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
  • People, Places, and Environments
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is a Natural Inquirer Journal?

Three Natural Inquirer journal covers with NI bee

 

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

Journals include:

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

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

 

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Reading Modes

Journals are available in three different formats:

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

What's in a Natural Inquirer Article?

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

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

    Use this section to:

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

    Next Generation Science Standards (NGSS) applications:

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

    Note that specific standards for this particular journal are linked on this educator guide tab.

    Other resources:

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

    A sample Meet the Scientists page, showing four different scientists
  2. Thinking About Science

    This section briefly describes a concept about science or scientific research. This overview can touch on topics like

    • study type (longitudinal study, quantitative vs. qualitative data),
    • behaviors of scientists (conducting literature reviews, collaborating with other specialists, replicating earlier studies),
    • the practice of science (the scientific method, engineering design, data collection, randomization, controls and variables),
    • or other aspects of science (bias, correlation vs. causation).

    Use this section to:

    • Reinforce steps in the scientific method and the process of science
    • Encourage students to think about the practice of science and what it can and cannot tell us
    • Consider the many types of scientific study and what information each type can provide

    Next Generation Science Standards applications:

    • Science and Engineering Practices
    • Life Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular journal are linked on this educator guide tab.

    Other resources:

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

    A sample Thinking About Science page from a recent monograph
  3. Thinking About the Environment

    This section provides a brief overview of a topic or concept in environmental/life science. The topic or concept is directly related to the research study that follows. Examples of topics include the carbon cycle, the water cycle, habitat fragmentation, phenology, biodiversity, and ecosystem services.

    Use this section to:

    • Provide important background information to help students understand the research study
    • Serve as a quick reference during reading or class instruction
    • Connect the research article with other activities or media on the same topic

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular journal are linked on this educator guide tab.

    Other resources:

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

    A sample "Thinking About the Environment" section from a recent monograph
  4. Introduction

    This section begins the scientific article format. Much like the published, peer-reviewed study this article is based on, the introduction provides background information for the study – what is currently known and what remains unknown. The introduction culminates in the question(s) the study hopes to answer.

    The introduction is also the first section with a Reflection Section. This section includes two or three questions to help kids reflect on what they’ve just learned in the Introduction. If they are using the online distraction-free reading mode, they can answer these questions directly on the website.

    Use this section to:

    • Review important background information that kids need to understand the study
    • Connect the study to the concepts addressed in the Thinking About Science and Thinking About the Environment sections
    • Understand research questions and hypotheses, including generating their own hypotheses given what they already know

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular journal are linked on this educator guide tab.

    Other resources:

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

    A sample introduction page from "Hidden in Plain Sight"
  5. Methods

    This section is the nuts and bolts of the study design – the who, what, when, where, why, and how of the research. Contained within the Methods section are usually maps of the study location or the set-up of study plots, as well as details about what data was collected and how.

    The Methods section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.

    Use this section to:

    • Show students how experiments and studies are designed and carried out
    • Explore sampling methods and randomization
    • Introduce various data collection tools (e.g. camera traps, surveys, insect collection tools, weather stations, etc.)
    • Explain bias and how studies are designed to remove bias
    • Help students gain experience with map reading

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular journal are linked on this educator guide tab.

    Other resources:

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

    A sample methods section of a monograph article showing a map
  6. Findings

    This section summarizes the data collected during the study. The Findings section usually includes data tables or graphs and highlights the significant data points from the study. This section often mentions statistical analysis or the use of computer programs to model or analyze the data, though these methods are only discussed generally.

    The Findings section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.

    Use this section to:

    • Have students practice reading and interpreting graphs and tables
    • Compare results between variables and controls
    • Explain the concept of statistical significance
    • Discuss how no data or negative results still provide valuable information

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular journal are linked on this educator guide tab.

    Other resources:

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

    The beginning of a Findings section featuring a large data table
  7. Discussion

    This section concludes each article. In it, we summarize the main findings of the scientists’ study. Additionally, we present the scientists’ ideas about the limitations of their study, the big-picture impacts of their research, and the scientists’ plans for future study or action.

    The Discussion section ends with a Reflection Section – two or three questions to help students think through what they just read, especially general take-aways from the study. These questions are interactive on the distraction-free reading mode.

    Use this section to:

    • Discuss what conclusions can and cannot be drawn from the available data
    • Explain the difference between correlation and causation
    • Explore study limitations and opportunities for further study
    • Brainstorm ways the study findings could be applied to real-world situations

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular journal are linked on this educator guide tab.

    Other resources:

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

    The beginning of the conclusion of "Hidden in Plain Sight"

Additional Resources on the Website

A screenshot of the product tabs for an NI monographOn the website, we pair each journal with a variety of other resources, as well. Use the tabs on the product page to browse through the following:

  • Related activities, including the FACTivity for each article
  • An “About” essay that gives some larger context for the research the scientists conducted or more information about the science topic from the journal
  • A glossary of all boldfaced terms from the journal
  • A “Scientists and Collaborators” page that lists the people involved in the studies in the journal; click on a researcher to reach their bio page and see what other articles they might be featured in
  • A “Related Content” page that lists both Natural Inquirer resources about similar topics and also outside reference materials

Article Selection and Review

Natural Inquirer partners with the USDA Forest Service, so we source research studies by Forest Service scientists that have been peer-reviewed and published in reputable journals. Some of our articles have also been created in collaboration with scientists from other Federal agencies, such as U.S. Geological Survey and the United Nations Food and Agriculture Organization, universities, and other non-profits.

All journal articles are reviewed by scientists who conducted the original research study to verify scientific accuracy. Journals are also reviewed by student editorial review boards of middle or high school students before publication. Additionally, all journals are reviewed by the Forest Service and the U.S. Department of Agriculture before publication.

A screenshot of the citation for "Lights, Camera, Tracks"Every journal article includes a citation of its source study. Many educators pair the original research paper with our article to help more advanced students learn how to read formal research papers. The journal article then serves as adapted primary literature, bridging the two articles.

Lessons

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

    Lesson Plan – Questions Only

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

    Lesson Plan – Paragraph by Paragraph

    • Lesson Plan
    • High School
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Graphic Organizer
    Focus student understanding of the main idea of a paragraph in each section of a Natural Inquirer article through a reading and note-taking process. This lesson plan can be used with any...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
  • PDF Preview of the Venn Diagram Lesson Plan
    Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.

    Lesson Plan – Venn Diagram

    • Lesson Plan
    • High School
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Graphic Organizer
    Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

Education Files

Project Learning Tree

If you are a Project Learning Tree-trained educator, you may also use the following activity as an additional resource: “Field, Forest and Stream.”

Glossary

View All Glossary
  • bicarbonate

    (bī kär bə nāt): A type of acid that is developed from carbon.

  • clear-cut

    (klēr kət): A forestry procedure that removes all of the trees in a stand of timber.

  • control

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

  • coppice

    (kä pəs): Forest originating mainly from shoots or root suckers rather than seed.

  • deciduous

    (di si jǝ wǝs): Having parts, like leaves, that fall off or shed seasonally or at a certain stage of development in the life cycle.

  • evaporation

    (i va p(ə-) rā shən): The process of converting water into vapor or fumes.

  • evapotranspiration

    (i va pō tran spə rā shən): Loss of water from Earth by evaporation from Earth’s surface and by transpiration from the leaves of plants.

  • excessive

    (ik se siv): Going beyond what is usual, proper, necessary, or normal.

  • groundwater

    (grau̇nd wȯ tǝr): Water within the earth, especially that which supplies wells and springs.

  • hypothesis

    (hī pä thǝ sǝs): An assumption or idea that is proposed for the sake of argument so that it can be tested to see if it might be true.

  • hypothesize

    (hī pä thǝ sīz): To make an assumption or idea that is proposed for the sake of argument so that it can be tested to see if it might be true.

  • intercept

    (in tǝr sept): To take or seize on the way to or before arrival.

  • land cover

    (land kə vər): Data that documents how much of a region is covered by forests, wetlands, impervious surfaces, agriculture, and other land and water types, like wetlands or open water.  Definition from National Oceanic and Atmospheric Association (NOAA).

  • mean

    (meen): The average in a set of numbers.

  • prescribed burn

    (pri skrībed bərn): Controlled fires used to improve forest habitat.

  • 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.

  • streamflow

    (strēm flō): The movement of water in streams, rivers, and other channels.

  • successional vegetation

    (sək se shən əl ve jə tā shən): Plants, trees, and shrubs that naturally replace other plant life over time.

  • transpiration

    (tran(t)s pə rā shən): The process by which plants give off water vapor through the stomata in their leaves.

  • 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.

  • watershed

    (wȯ tǝr shed): A region or area bounded on the edge by a dividing ridge and draining ultimately to a particular watercourse or body of water.

  • Photo of Stephanie Laseter using an instrument called a pressure transducer to measure the height of the water in the flume.

    Stephanie Laseter

    Hydrologist

    A favorite recent experience of mine was installing a series of flumes in several stream channels. We can use these flumes to measure the amount of water flowing in the...
    View Profile
  • Dr. Chelcy Ford-Miniat facing away from the camera, looking at a mountain

    Chelcy Ford-Miniat

    Ecophysiologist

    As a tree ecophysiologist, I study the various functions of trees in relation to the area in which they are growing. One aspect of my research that I enjoy more...
    View Profile
  • Dr. James Vose

    James Vose

    Forest Ecologist

    I grew up near the city of Chicago, and I lived in a very crowded neighborhood. I spent Saturdays with my uncle who lived on a farm surrounded by woods....
    View Profile

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • Front cover of National Inquirer with a bee pointing at a pond and green space
    Ecosystem services are the benefits that nature provides through natural processes. For example, plants provide clean air, natural fire helps cycle nutrients, and bats act as insect control. Ecosystem services...

    Ecosystem Services – Vol. 12 No. 1

    • Journal
    • Middle School
    • Wilderness
    • Wildlife
    • Amphibians
    • Biodiversity
    • Carbon Storage
    • Classification of Living Things
    • Drought
    • Erosion
    • Flooding
    • Freshwater
    • Habitat
    • Indicator Species
    • Invasive Species
    • Nonnative
    • Restoration
    • Vegetation
    • Wetlands
    Ecosystem services are the benefits that nature provides through natural processes. For example, plants provide clean air, natural fire helps cycle nutrients, and bats act as insect control. Ecosystem services...
    • Explore Journal
    • Download Journal (PDF)
    • Explore Journal
    • Download Journal (PDF)

Additional Resources

  • USGS Water in Your Watershed

    Learn more about the science in your watershed from the U.S. Geological Survey.

    Visit Website
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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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