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  • Green Means Clean! Assessing the Condition of U.S. Drinking Water Watersheds
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Green Means Clean! Assessing the Condition of U.S. Drinking Water Watersheds

  • Article
  • Middle School
  • 1 Classroom Period
  • Water
  • Conservation
  • Lakes
  • Land Cover
  • Rivers
  • Sedimentation
  • Water Quality
  • Watersheds
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With two-thirds of the U.S. population drinking water from surface sources such as streams, rivers, lakes, and reservoirs, it is very important that these water

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sources are protected. Part of protecting the water sources and providing cleaner water is protecting the natural land within the watershed. Watershed boundaries often cross State lines. The scientists in this study were interested in conducting a national assessment of drinking water watersheds that crossed State boundaries.

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Green Means Clean! Assessing the Condition of U.S. Drinking Water Watersheds

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • What Is the Safe Drinking Water Act?
  • Methods
  • How Is Water Treated So That It Becomes Clean Enough To Safely Drink?
  • Findings
  • Discussion

Meet the Scientists

James Wickham

Biologist

My favorite science experience is studying Earth’s environment from space. Read Full Bio

Timothy Wade

Geographer

My favorite science experience is using Geographic Information Systems (GIS) to uncover environmental patterns that were not previously known. Read Full Bio

Kurt Riitters

Ecologist

“My favorite science experience is asking and answering questions that have not been asked before.” “[Another] favorite science experience was the discovery of a new computer method to measure forest... Read Full Bio

What Kinds of Scientists Did This Research?

  • Biologist: This scientist studies living organisms and living systems.
  • Ecologist: This scientist studies the relationship of living things with each other and with the nonliving environment.
  • Geographer: This scientist studies the relationship between Earth’s natural environment and human society.

Thinking About Science

Look at the section entitled, “What Kinds of Scientists Did
This Research?” What do you notice about the kinds of
scientists who are involved with this study? You probably noticed that three different kinds of scientists worked together to study drinking water watersheds in the United States. You might have also noticed that two of the scientists study relationships. When different kinds of scientists come together to conduct a study, each scientist brings a different perspective, a different kind of knowledge, and perhaps different scientific methods. These differences strengthen the study. One person may see or understand things that another person may not.


Thinking About the Environment

A watershed is an area of land where all the water that is underground within the area and all the water that drains off of its surface goes to the same place (figure 1).

An illustration of a watershed
Figure 1. What do you notice about watersheds? Illustration by Stephanie Pfeiffer.

Watersheds contain streams or rivers that carry surface water toward the oceans, and they may contain lakes or reservoirs (re zə vwärz) (figures 2a and 2b).

A reservoir of water with a small section of forest in the back.

Figure 2a. Reservoirs are formed when a river is dammed. Reservoirs are built for many reasons, such as flood control or power generation. Photo
courtesy of Babs McDonald.

A drinking water treatment plant on water

Figure 2b. Many reservoirs are built to hold water that will be used as drinking water. Notice the drinking water treatment plant on this reservoir in northeast Georgia. Photo courtesy of Babs McDonald.

Watersheds hold groundwater, which also flows into streams and rivers. In the United States, the largest watersheds are defined by the Continental Divide (figure 3).

 

A map of North America showing the Great Continental Divide
Figure 3. The Great Continental Divide defines two large U.S. watersheds. Notice the other large watersheds of North America. Identify which direction the water flows from the boundary of each watershed. Map by Lindsay Gnann and photo courtesy of Babs McDonald.

 

One of these large watersheds drains into the Pacific Ocean. The other large watershed drains into the Atlantic Ocean, the Gulf of Mexico, and the Caribbean Sea. Smaller watersheds are contained within each larger watershed in a nesting pattern (figure 4).

 

An illustration of the Mississippi River Network
Figure 4. Smaller watersheds may be contained within larger watersheds. Illustration by Stephanie Pfeiffer.

Introduction

Scientists estimate that 80 percent of all U.S. freshwater resources begin in forests. Approximately 60 million U.S. citizens rely directly on national forests for their water. About two-thirds of the U.S. population use drinking water from surface sources. Surface sources of drinking water include streams, rivers, lakes, and reservoirs (figure 5). People who manage drinking water sources have recognized the relationship between conservation of natural land and improved drinking water quality. When land is covered with vegetation, surface water is cleaner. Cleaner water means lower water treatment costs and safer drinking water.

A person on a canoe in a river
Figure 5. Rivers, as well as lakes and reservoirs, are surface sources of drinking water. Photo courtesy of Babs McDonald.

Managers take a number of actions to protect drinking water. Starting in 1974, with the passage of the Safe Drinking Water Act, managers focused on detecting sources of water pollution. By 1996, people had begun to think differently about how to provide clean drinking water. People realized that protecting surface source water was more effective and efficient than just detecting pollution. In 1996, amendments to the Safe Drinking Water Act shifted the focus from detection of pollution to protection of source water. A big part of protection is managing drinking water watersheds so that the surface water is clean. This kind of management means that the land is purposely managed to protect surface sources of drinking water.

 

The 1996 Safe Drinking Water Act amendments also required each State to assess the condition of its source water. These assessments are important, as they alert managers to the condition of drinking water watersheds. If a watershed’s natural condition becomes degraded or the land is developed for other uses, for example, managers can address the problem to protect water quality. Unfortunately, State-by-State assessments do not provide a regional or national understanding of drinking water watersheds. Each State might do its assessment a little differently. Watersheds often cross State boundaries, and watersheds are managed across State boundaries (figure 6). The scientists in this study, therefore, were interested in conducting a national assessment of drinking water watersheds that crossed State boundaries.

 

A map of the United States showing the different hydrologic regions
Figure 6. The U.S. Geological Survey divides the United States into 21 hydrologic regions. These regions contain either the drainage area of a major river, such as the Missouri region, or the combined drainage areas of a series of rivers, such as the Texas-Gulf region. In which hydrologic region do you live? Map by Lindsay Gnann.

What Is the Safe Drinking Water Act?

Congress passed the Safe Drinking Water Act in 1974 to protect public health by regulating the Nation’s public drinking water supply. The law was amended in 1986 and 1996 and requires actions to protect drinking water and its sources. These sources include streams, rivers, lakes, reservoirs, springs, and groundwater wells. Springs and groundwater wells are belowground sources of drinking water. In this study, the scientists were interested in surface drinking water sources.

 

The Safe Drinking Water Act identifies risks to safe drinking water. These risks include, for example, pesticide application, mining, and landfills (figure 7a).

 

An illustration showing all the threats to a body of water. They include soil erosion, landfill, deforestation, waste water management, mining, industry plants, automobiles, urban sprawl, septic wells, vessel discharge, and farming industry.
Figure 7a. The Safe Drinking Water Act identifies risks to safe drinking water. Illustration by Stephanie Pfeiffer, adapted from the Safe Drinking Water—Protecting America’s Public Health Poster (EPA 816-H-02-001 January 2002).

 

The act also identifies the many ways drinking water can be protected. These protective actions create barriers to water pollution (figure 7b). Examples of barriers to water pollution include sustainable land management and public education programs.

 

An illustration showing the barriers to water pollution. Including protected source water, ground and surface water treatment plant, protected watershed, public health programs, protected wetlands, and local land use decisions.
Figure 7b. The Safe Drinking Water Act identifies barriers to water pollution. These barriers are protective actions that directly and indirectly protect water quality. Illustration by
Stephanie Pfeiffer, adapted from the Safe Drinking Water—
Protecting America’s Public Health Poster (EPA 816-H-02-001
January 2002).

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Methods

First, the scientists located all surface drinking water intakes. A surface drinking water intake is a pipe in lakes, streams, rivers, or reservoirs that takes water from the source and carries it to a water treatment plant (figures 8, 9a, 9b, and 9c). The scientists found 5,265 of these intakes across the United States.

A drinking water intake grate on the river's edge

Figure 8. Water enters a water treatment system through drinking water intakes. In this photo, water enters through a
grate at a river’s edge and into a pipe for transport to the water treatment plant. This photo was taken from above the water intake. Photo courtesy of Babs McDonald.

Vessels of water at a water treatment plant

Figure 9a. Water treatment plants clean the water received from watersheds and water intakes. Photo courtesy of Babs McDonald.

Machines inside a water treatment facility

Figure 9b. Inside a water treatment plant.

An aerial view of a water treatment facility

Figure 9c. Aerial view of a water treatment plant.

The scientists then used maps to trace backwards from the water intakes. Tracing backwards from the intakes enabled scientists to identify the watershed for each intake. Each watershed included all the land area supplying water to the intake. Then, the scientists identified in which of the 21 hydrologic regions of the United States each watershed belonged (see figure 6).

 

The scientists needed more information to do their analysis. The scientists used information from an existing national database on land cover. This database is made up of satellite photographs taken of Earth’s surface (figures 10 and 11). Land cover is the physical cover at Earth’s surface. Examples of land cover include forest, grass, asphalt, water, and buildings. Some of these land covers are classified as urban, such as buildings. Some of these land covers are classified as natural, such as forests.

A satellite in space

Figure 10. Landsat satellites take images of Earth’s surface. The photographs are used for many purposes. Photo courtesy of National Aeronautics and Space Administration.

A landsat image of Hawaii

Figure 11. Landsat satellites take images of Earth’s surface. The photographs are used for many purposes. Photo courtesy of National Aeronautics and Space Administration.

Using this database of photographs, the scientists noted changes between 1992 and 2001 in land cover for areas identified as urban, natural, agricultural, and water. They identified, for example, whether the amount of urban land expanded or got smaller between 1992 and 2001 for each of the drinking water watersheds.

 

Next, the scientists looked at another database called the Protected Areas Database of the United States. This database identifies land that is protected from development. Development is what happens when land is converted from natural to urban or agricultural uses. The Protected Areas Database identifies public land and conservation land. The scientists figured out how much land in each of the drinking water watersheds was protected. Land that is protected is less likely to be developed into roads and buildings, or used for agriculture.

 

Finally, the scientists put all of this information together into a computer. For each of the drinking water watersheds, the scientists figured out how much of the land was urban, natural, agricultural, or covered in water. They figured out percentages for 1992 and 2001. By looking at data for 1992 and 2001, the scientists figured out if each watershed was becoming more urban, more agricultural, more natural, or
had not changed. Then, the scientists calculated the percentage of land in each watershed that was protected from further urban and agricultural growth.

 

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How Is Water Treated So That It Becomes Clean Enough To Safely Drink?

An illustration of the process water goes through in a treatment facility
Figure 12. Water entering a drinking water treatment system is treated using a number of steps. Illustration by Stephanie Pfeiffer.

Water entering a drinking water treatment system is treated using a number of steps (figure 12). When water is taken from a river (and before it reaches the water treatment plant), the water is filtered through screens to remove sticks and leaves. Water taken from a reservoir does not usually need to be screened. When water reaches the plant, coagulation is often the first step in treatment. Chemicals with a positive electrical charge are added to the water. The positive charge of these chemicals neutralizes the negative charge of dirt and other dissolved particles in the water. When this process occurs, the particles bind with the chemicals and form larger particles, called floc.

Due to its weight, floc settles to the bottom of the water supply. This settling process is called sedimentation.

After the floc has settled to the bottom of the water supply, the clear water on top passes through a filtration process. Filtration uses materials such as sand, gravel, and charcoal to filter the water. Filtration removes dissolved particles, such as dust, parasites, bacteria, viruses, and chemicals.

After the water is filtered, a disinfectant (such as chlorine) is usually added to kill any remaining parasites, bacteria, and viruses. Disinfectant also protects the water from germs when it is piped to homes and businesses.

Water is stored at the water treatment plant in a clearwell before being piped to homes and businesses. Some of the water is piped to and stored in water towers located throughout the community. Most of the water is piped directly to homes and businesses (figure 13). Water travels through these pipes and into a building’s plumbing system.

 

Pipes being laid in the ground with the use of heavy machinery
Figure 13. Water pipes are laid underground near roads. These pipes bring clean water from the water treatment plant to homes and businesses, including your home and school. The next time you turn on a faucet, think about the journey each drop of water has taken from its surface water source to your faucet. Photo courtesy of Babs McDonald.

Findings

Most major U.S. rivers are used to supply drinking water to Americans. The scientists discovered that about two-thirds of surface drinking water intakes are in rivers. One-third of the intakes are in lakes and reservoirs. Nationwide, most of the land in drinking water watersheds is covered with plants and trees. The scientists found that the median watershed percentage of natural land cover nationwide was 77.1 percent (table 1).

Table 1. Comparison of the median amount of land characterized as natural, agricultural, and urban in U.S. drinking water watersheds.
Land CoverMedian Percentage
Natural77.1
Agriculture8.1
Urban5.2

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The scientists also discovered that about 3 percent of the land in U.S. drinking water watersheds was protected from development. The Western United States, however, has a higher percentage of protected land in drinking water watersheds. This higher percentage is due to the large amount of public land in the Western United States (figure 14). Public land is generally kept in a natural condition with limited development.

An illustration of the U.S. showing federal lands
Figure 14. Observe the difference in the amount of western public land as compared with the amount of eastern public land. What do you notice? Map by Lindsay Gnann.

Between 1992 and 2001, land cover changed in some of the drinking water watersheds. About 23 percent of the watersheds lost at least 1 percent of their natural vegetation. About 5 percent of the watersheds gained at least 1 percent in natural vegetation. In the Southeast and Ohio hydrologic regions (see figure 6), 42 percent of the watersheds lost at least 1 percent of their natural vegetation.

 

About 9 percent of the drinking water watersheds had at least a 1-percent increase in urban land between 1992 and 2001. Most of this increase was in the Eastern United States. Three-fourths of all watersheds nationwide, however, increased in urban land by some percentage between 1992 and 2001.

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Did You Know?

The average U.S. household uses about 94,000 gallons of water each year. That amount is about 257 gallons used per household each day, or about 11 gallons each hour. In 2010, the U.S. Census Bureau estimated that an average U.S. household has 2.58 people. Based on this information, do you think your household uses more or less than 94,000 gallons of water every year?


Discussion

The scientists found that drinking water watersheds are mostly covered with natural vegetation. In some areas of the United States, however, watersheds contain a high percentage of urban land. Twenty percent of the Nation’s
drinking water watersheds have less than 50 percent natural vegetation. In addition, 8 percent of the Nation’s drinking water watersheds contain at least 20 percent urban land. Over time, drinking water watersheds are losing natural vegetation and are becoming more urbanized. These trends indicate that many surface sources of drinking water may become more exposed to pollutants.

 

This study shows the importance of taking a regional and national look at U.S. drinking water supply. U.S. population increases will put more land use demands on drinking water
watersheds. As more land becomes urbanized, drinking water source protection will likely become more difficult unless the percentage of protected lands increases as well.

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Adapted from Wickham, J.D.; Wade, T.G.; Riitters, K.H. 2011. An environmental assessment of United States drinking water watersheds. Landscape Ecology. 26: 605–616. http://www.srs.fs.usda.gov/pubs/ja/2011/ja_2011_ wickham_001.pdf.

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    The questions you will answer in this FACTivity are: Which land cover surface best protects water quality and why? Materials: 3 paint roller pans 1 shovel 3/4 cup liquid kitchen...

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Glossary

View All Glossary
  • amendment

    (ə men(d) mənt): A change in wording or meaning especially in a law, bill, or motion.

  • conservation

    (kän(t) sər vā shən): A careful preservation and protection of something, especially planned management of a natural resource to prevent exploitation, destruction, or neglect.

  • database

    (dā tə bās): A usually large collection of data organized especially for rapid search and retrieval (as by a computer).

  • degrade

    (di grād): To make the quality of something worse.

  • efficient

    (i fi shǝnt): Capable of producing desired results with little or no waste (as of time or materials).

  • groundwater

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

  • hydrologic

    (hī drä lə jik): Relating to the properties, distribution, and circulation of water on and below Earth’s surface and in the atmosphere.

  • indirect

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

  • median

    (mē dē ən): A value in a series arranged from smallest to largest below and above which there are an equal number of values or which is the average of the two middle values if there is no one middle value.

  • pesticide

    (pes tə sīd): A substance that is used to kill animals or insects that are harmful to humans or human activities (like agriculture).

  • regulate

    (re gyə lāt): (1) To control according to a system; (2) To bring under control of law or some authority.

  • wastewater

    (wāst wä tər): (1) Water that has been used; (2) sewage.

  • Photo of Dr. James Wickham kneeling next to a small creek while typing into a laptop.

    James Wickham

    Biologist

    My favorite science experience is studying Earth’s environment from space.
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  • Photo of Mr. Timothy Wade standing on the side of a mountain.

    Timothy Wade

    Geographer

    My favorite science experience is using Geographic Information Systems (GIS) to uncover environmental patterns that were not previously known.
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  • Dr. Kurt Riiters looking up at a tree trunk

    Kurt Riitters

    Ecologist

    “My favorite science experience is asking and answering questions that have not been asked before.” “[Another] favorite science experience was the discovery of a new computer method to measure forest...
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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.
  • 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-M3
    Global movements of water and its changes in form are propelled by sunlight and gravity.
  • 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.
  • LS2.A-M1
    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
  • LS2.A-M3
    Growth of organisms and population increases are limited by access to resources.
  • 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.
  • PS2.B-M1
    Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects..
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.
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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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What Is a Natural Inquirer Journal?

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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.

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  • 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 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 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 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

  • PDF preview of Freshwater lesson plan.
    In this lesson, students will create a storyboard to graphically represent the main points from the research article they read. This lesson plan can be used with any Natural Inquirer...

    Lesson Plan – Storyboard

    • 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
    • Creative
    • Guided reading
    • Story Telling
    In this lesson, students will create a storyboard to graphically represent the main points from the research article they read. This lesson plan can be used with any Natural Inquirer...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Freshwater - Vol. 18 No. 1

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

    Lesson Plan – Reading a Natural Inquirer Article – FACELook

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

    Part Of

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

  • PDF preview of the Letter to a Scientist Lesson Plan.
    In small groups (or individually), students will read a Natural Inquirer or Investi-gator article and write a letter to the scientist, asking for clarification on at least four questions. This...

    Lesson Plan – Letter to a Scientist

    • Lesson Plan
    • Middle School
    • Upper Elementary
    • 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
    • Guided reading
    • Letter Writing
    • Questioning
    • Scientist
    In small groups (or individually), students will read a Natural Inquirer or Investi-gator article and write a letter to the scientist, asking for clarification on at least four questions. This...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

Education Files

Project Learning Tree

If you are a trained Project Learning Tree educator, you may use “Water Wonders” as an additional resource.

Jump To

  • Additional Resources

Additional Resources

  • How's My Waterway

    How’s My Waterway was designed to provide the general public with information about the condition of their local waters based on data that states, federal, tribal, local agencies and others have provided to EPA.

    Visit Website
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  • Natural Inquirer - Homepage
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  • 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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