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Grow Where You’re Planted – Testing How New Planting Elevations Affect Jeffrey and Ponderosa Pines

  • Article
  • High School
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Bud Development
  • Climate Change
  • Computer Model
  • Diameter at Breast Height (DBH)
  • Forest Restoration
  • Genotype
  • Jeffrey pine
  • Native Range
  • Phenotype
  • Ponderosa Pine
  • Tree growth
  • Tree Survival Rates
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In this article, students will learn about how different planting elevations can affect Jeffrey and ponderosa pines’ survival, growth, and bud development timing.

Grow Where You’re Planted – Testing How New Planting Elevations Affect Jeffrey and Ponderosa Pines

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • What's the Difference?
  • Methods
  • What Is Diameter at Breast Height (DBH)?
  • Findings
  • Discussion

Meet the Scientists

Alejandra Martinez-Berdeja

Alejandra Martinez-Berdeja

Plant Ecologist

I am interested in studying California annual species that grow in the desert, and I enjoy going out to the desert during the spring to see the flowers. I also... Read Full Bio
Jessica Wright

Jessica Wright

Plant Geneticist

I am interested in helping forests after wildfires. My research focuses on the choice of seeds to plant into a burned landscape. I also enjoy watching the plants in my... Read Full Bio
Jill Hamilton

Jill Hamilton

Geneticist

I am interested in understanding how plants, both ones we manage and ones that grow in the wild, adapt to their environments. I use a combination of genomic tools, greenhouses,... Read Full Bio

What Kinds of Scientists Did This Research?

Plant Ecologist: This scientist studies the relationship of plants with their living and nonliving environment.

Plant Geneticist: This scientist studies the genetics of trees and plants to understand how genes are related to growth and survival.

Evolutionary Geneticist: This scientist studies how genetic variation leads to evolutionary change.

Thinking About Science

Many scientists study how different plants and animals may react to
climate change. One of the things scientists in this study wanted to
know was how two species of pine trees, Jeffrey pines and ponderosa
pines, might react to a warming climate. To discover how the trees might be affected by warmer conditions, scientists would need to simulate the growing conditions of a possible future climate. How would they do this?

They might be able to grow plants in a greenhouse and control the surrounding temperature and water availability to simulate a warmer climate, but growing pine trees for many decades in a greenhouse would be very difficult!

Instead, the scientists in this study looked at the native range for Jeffrey and ponderosa pines. Jeffrey pines usually grow at higher elevations than ponderosa pines (figure 1). Growing at high elevations means that Jeffrey pines are adapted to cold temperatures and short growing seasons. At lower elevations, to which ponderosa pines are more adapted, temperatures are warmer and the growing season is longer.

 

An illustration showing the elevation ranges for Jeffrey and ponderosa pines in California. Jeffrey pine grows between 1500m and 2900m, while ponderosa pine grows between 140m and 2230m.

Figure 1. In this study area, Jeffrey pines generally grow at higher elevations than ponderosa pines, but they both grow in middle elevations.

FIND Outdoors illustration by Liz Sisk.

These conditions may be like future climate warming conditions. Scientists could use lower—and warmer—elevation planting sites that are still within a plant’s native range as models for future climate change. They could then make predictions about how Jeffrey and ponderosa pines may be impacted by the changing environment by gathering data about how the trees grow in warmer conditions.

 


Thinking About the Environment

Imagine you found an unusual plant during a walk in the woods, and you
wanted to describe that plant to your teacher to see if they could help
you identify it. What might you tell them? You could describe its size, its color, how many leaves it has, what shape those leaves are, how its leaves or flowers smell, and what its seeds look like. All these traits make up the plant’s phenotype. A phenotype is the set of observable characteristics of an organism.

An organism’s phenotype can be influenced by both its genes and its environment. Genes are the information stored in DNA that tell an organism how to develop. The set of genes that an organism carries is called its genotype. Some traits, like eye color, are determined by an organism’s genotype. Other traits can be caused by the environment; for example, hydrangeas that are pink, purple, or blue get their color from chemicals in the soil rather than from their genes (figure 2).

 

A large grouping of hydrangea bushes; the flowers range in color from almost white to bright pink to purple to blue.

Figure 2. Hydrangeas react to the pH level and the presence of aluminum ions in the soil. This reaction causes either blue or pink flowers or a shade of purple in between. The blue flowers in this photo come from plants that grow in soil that has aluminum ions and is acidic (low pH). The pink flowers come from plants that grow in soil that is basic (high pH) and doesn’t have available aluminum ions. Gardeners can add chemicals to the soil around each plant to make each plant a different color.

Adobe Stock photo.

In this study, scientists collected seeds with different genotypes of pine trees and planted them in new locations. They then collected information about the trees’ phenotypes, such as how tall and large they grew and when their buds appeared in the spring. By studying how different genotypes were affected by new environments, scientists could learn about how both genotype and environment can impact which trees survived and grew best in new locations.

 


Introduction

Forest restoration is one of the many important jobs of the Forest Service. Forests can be damaged by different events, like wildfires, invasive insects, disease, or drought. Natural resource professionals then work together to replant trees in these damaged forests. Usually, forest restoration is done with trees that are native to the area to avoid changing the local ecosystem (figure 3).

 

A map of the United States showing USDA plant hardiness zones. The zones range from 1 (which has the coldest temperatures and is shown in light purple) to zone 13 (which has the warmest temperatures and is shown in dark red).

Figure 3. In addition to planting native species, natural resource professionals may also consider plants’ hardiness zones. This map shows plant hardiness zones based on the average annual minimum winter temperature. Knowing this information helps gardeners and land managers choose plants that will be most likely to survive in their local climates. Jeffrey pines are hardy in zones 5–8, while ponderosa pines are hardy in zones 3–7.

USDA map.

However, one important factor that scientists and land managers must consider is climate change. Scientific evidence points to a warming climate, and scientists are making predictions about what the climate may be like in the future. Trees take a long time to grow, and they can live much longer than some other kinds of plants. Many live for several decades or even centuries!

Over a tree’s lifespan, the local climate may change a lot; temperatures may become warmer, growing seasons may be longer, and water availability may change. Trees can’t get up and move if their local environment becomes too challenging for them to survive; they must either adapt to new conditions or die.

 


What's the Difference?

A stand of Jeffrey pines growing in a forest with a low understory of scrubby plants.

Jeffrey pine (Pinus jeffreyi)

USDA Forest Service photo by Kerry Greene.

A stand of ponderosa pines growing densely in a forest with a green grass understory.

Ponderosa pine (Pinus ponderosa)

USDA Forest Service photo.

The information for this chart can be found on the USDA Forest Service factsheets for both tree species (in the "Related Content" tab).
Jeffrey pine (Pinus jeffreyi)Ponderosa pine (Pinus ponderosa)
Three-needled yellow pineThree-needled yellow pine
Found in southwestern Oregon, California, and western NevadaFound throughout the American West
Usually grows at high elevations (1,500–2,900 m) in California but can also grow much lowerUsually grows at low to high elevations (150–2,230 m) in California, but can grow higher or lower in other locations
Life span: 400–500 years, but some can live longerLife span: 300–600 years
Height: Up to around 200 feetHeight: Up to around 230 feet
Adapted to fire and very drought tolerant Adapted to fire and drought tolerant
Named after Scottish botanist John Jeffrey, who disappeared in 1854 in the American WestNamed for its ponderous, or heavy, wood

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Methods

In this study, scientists were able to use data from the work of previous scientists. The previous scientists collected seeds in 1973 from Jeffrey pines growing in three different locations and ponderosa pines growing in four different locations. All the locations were in the Sierra Nevada, a mountain range in California (figure 4).

 

• A map of the western part of the United States. California, Oregon, Idaho, Nevada, Utah, and Arizona are labeled as are the Sierra Nevada running roughly north-south on the eastern half of California.

Figure 4. The Sierra Nevada range lies mostly in California, with a small stretch in western Nevada.

FIND Outdoors map by Leslie Shaw Design.

Scientists made sure to collect seeds from high, middle, and low elevations. These seven collection sites are the seeds’ home sites (figure 5). Then scientists planted the seeds at three different planting sites—one at a high elevation, one at a middle elevation, and one at a low elevation.

 

This diagram shows the sites from which the Jeffrey and ponderosa pine tree seeds were collected. Sites marked with a green tree show Jeffrey pine collection sites (at 2463m, 1920m, and 1170m); sites marked with a blue tree show ponderosa pine collection sites (at 1920m, 1204m, 1170m, and 140m).

Figure 5. These are the seven collection, or home, sites of the Jeffrey and ponderosa pine seeds. Notice that seeds were taken from each tree species at high, middle, and low elevations. Seeds from each species from every home site were then planted at each high, middle, and low elevation planting site. Therefore, some seeds were planted in sites that were similar to their home sites, while some seeds were planted in sites that were far in elevation from their home sites.

FIND Outdoors illustration by Liz Sisk.

During the next 40 years, those scientists and later scientists collected a variety of data. Scientists recorded which trees survived at each location. They also measured the surviving trees’ growth. To determine how much each tree grew, they recorded the diameter at breast height and the overall height of each tree. (Learn more about diameter at breast height below!) They collected these data in three different years: 1982 (after 9 years of growth), 1990 (after 17 years of growth), and 2014 (after 41 years of growth).

Scientists also recorded bud development observations from the trees planted at the low elevation site. They took pictures of the buds on the trees and classified the buds into one of six different stages of development (figure 6). They recorded these data weekly for both Jeffrey and ponderosa pines from mid-April to the end of May in 2014.

 

An illustration of six stages of needle bud development on pine trees. The stages progress from a dormant bud at stage 1 to new pine needles growing from the bud at stage 6.

Figure 6. Needles grow from the dormant buds on ponderosa and Jeffrey pines. As you can see, the bud is fully closed in stage 1. Gradually the bud opens and new needles grow.

FIND Outdoors illustration by Liz Sisk.

Finally, scientists collected climate data from each of the home sites and each of the new planting sites. Using computer programs, they modeled the mean annual temperature, mean annual precipitation, the days without frost, and how much moisture was available for growing plants in each location. They graphed their data to see the relationship, if any, among these variables and how trees survived and grew in each location.

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What Is Diameter at Breast Height (DBH)?

The diameter of a tree is the length of a line drawn straight through the center of a tree trunk. But where do scientists take this measurement? Trees can have different diameters close to the ground or further up the tree. In this study, scientists measured the diameter at breast height (or DBH). DBH is the standard way that all scientists measure the diameter of big trees.

The diameter at breast height is the diameter of the tree 1.37 meters (or 4.5 feet) above the ground. When a tree is growing on a hill, the DBH is measured on the uphill side of the tree. Scientists can use a special measuring tape that calculates the diameter of the tree.

Four illustrations showing elements of diameter at breast height (DBH). On the left is a tall pine tree with the height of DBH marked (4.5 feet). On the top right, a diameter tape measure wraps around the trunk of a tree. On the center right is a cross-section of a tree trunk showing the difference between circumference and diameter. The bottom right illustration shows how the 4.5 feet measurement is taken on a hill and when a tree leans in one direction.

FIND Outdoors illustration by Stephanie Pfeiffer Rossow.


Findings

Survival Rates

High-elevation Jeffrey pines, adapted to colder temperatures, that were planted in lower elevations had the highest survival rates among Jeffrey pines. The difference in climate from home site to planting site did not seem to affect ponderosa survival rates. For both ponderosa and Jeffrey pines, the highest elevation planting site showed the greatest differences in survival rates.

Growth

Jeffrey pines from low elevation and high elevation had the same heights regardless of where they were planted, but ponderosa pines did have different heights. Ponderosa pines from low elevations grew taller than ponderosa pines from high elevations no matter where they were planted. In other words, this low-elevation genotype has adapted to longer growing seasons and that helps the trees spend more resources on growing.

In contrast, seeds taken from a high-elevation site have adapted to conserve their resources in cold temperatures, so they don’t spend those resources on growth. Those trees tended to grow less no matter where they were planted.

 

Remember, genotype is the set of genes that an organism carries. Look back at “Thinking About the Environment” to read more about genotype.

Bud Development

Bud development on both ponderosa and Jeffrey pines was only recorded at the low-elevation planting site. At this site, all the buds on the ponderosa pines opened earlier than the buds on the Jeffrey pines. The scientists found a difference among the Jeffrey pines from different elevations. The Jeffrey pines from the low-elevation site transitioned across the bud stages more slowly than the trees from middle and high elevations. The two species appear to have different requirements for bud development.

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Discussion

Ponderosa pines appear more adapted to their home sites and are slower to adapt to their new planting elevations. As the climate warms, scientists and land managers may plant new ponderosa pines at higher elevations within their species range to help the trees survive and thrive.

Jeffrey pines were less likely to survive in climates that were different from their home sites. Whether they survive in warmer future climates may depend on how they withstand temperature and water stress.

Land managers could possibly extend the growing season for Jeffrey pines by planting more Jeffrey pines from high elevations because those trees developed buds earlier than the low-elevation trees. However, when trees adapted to colder conditions are planted in warmer elevations, those trees may struggle to survive in the new climate.

The scientists found many differences in how these two species responded to being planted in new growing sites. More studies like this one of other species of trees will be important for forest restoration efforts in the future as the climate warms.

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Adapted from Martínez-Berdeja, A.; Hamilton, J.A.; Bontemps, A.; Schmitt, J.; Wright, J.W. 2019. Evidence for population differentiation among Jeffrey and ponderosa pines in survival, growth and phenology. Forest Ecology and Management. 434: 40-48.

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  • Education Standards
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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.D-H3
    Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
  • ESS2.D-H4
    Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
  • ESS3.D-H2
    Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
  • ESS3.D-M1
    Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities.
  • LS1.B-M4
    Genetic factors as well as local conditions affect the growth of the adult plant.
  • 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.
  • 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-M2
    In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
  • LS2.A-M3
    Growth of organisms and population increases are limited by access to resources.
  • LS2.C-H1
    A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
  • 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.
  • LS3.A-M1
    Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits.
  • LS3.B-H2
    Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus, the variation and distribution of traits observed depends on both genetic and environmental factors.
  • LS4.B-H2
    The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
  • LS4.B-M1
    Natural selection leads to the predominance of certain traits in a population, and the suppression of others.
  • LS4.B-M2
    In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring.
  • LS4.C-H1
    Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment.
  • LS4.C-H2
    Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
  • LS4.C-H3
    Adaptation also means that the distribution of traits in a population can change when conditions change.
  • LS4.C-H4
    Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.
  • LS4.C-H5
    Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.
  • LS4.C-M1
    Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.
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 Monograph?

3 Natural Inquirer monograph covers.

 

A Natural Inquirer monograph is a short publication that focuses on a single research study. Monographs are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students.

Monographs include:

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

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

 

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

Reading Modes

Monographs are available in three different formats:

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

What's in a Natural Inquirer Article?

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

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

    Use this section to:

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

    Next Generation Science Standards (NGSS) applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

Additional Resources on the Website

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

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

Article Selection and Review

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

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

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

Lessons

  • PDF Preview of the Keywords, Key Phrases Lesson Plan
    Lead students through an analysis of a Natural Inquirer article starting first with identification of key words and key phrases. This lesson plan can be used with any Natural Inquirer article.

    Lesson Plan – Key Words, Key Phrases

    • 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
    • Class Discussion
    • Group Activity
    • Presentation
    • Reading Comprehension
    Lead students through an analysis of a Natural Inquirer article starting first with identification of key words and key phrases. 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)
  • PDF Preview of the Highlighter Lesson Plan
    Students learn how to note important parts of a text by highlighting sentences that help them answer the Reflection Section questions. This lesson plan can be used with any Natural...

    Lesson Plan – Highlighter

    • 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
    • Class Discussion
    Students learn how to note important parts of a text by highlighting sentences that help them answer the Reflection Section questions. This lesson plan can be used with any Natural...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
  • Use the Frayer Diagram with students to identify and define important words. This lesson plan can be used with any Natural Inquirer article.

    Lesson Plan – Frayer 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
    • Class Discussion
    • Graphic Organizer
    Use the Frayer Diagram with students to identify and define important words. 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 “Bursting
Buds,” “How Big Is Your Tree,” and “Signs of Fall” as additional resources.

Glossary

View All Glossary
  • annual

    (an yə(-wə)l): (1) Covering the period of a year; (2) occurring or happening every year or once a year.

  • elevation

    (e lǝ vā shǝn): The height above sea level.

  • geneticist

    (jǝ ne ti sist): A scientist who studies genetics, which is the science of genes, heredity, and variation of organisms.

  • genomic tool

    ((jǝ nō mik tül): A tool used in a branch of biotechnology concerned with the genetic mapping and DNA sequencing of sets of genes or the total genetic make-up of a cell or organism.

  • ions

    (ī änz): Atoms that carry a positive or negative electric charge as a result of having lost or gained one or more electrons.

  • mean

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

  • model

    (mä dǝl): (noun): (1) Type or kind; (2) a system of postulates, data, and inferences presented as a mathematical description of an entity or state of affairs.

    (verb): To make a simplified copy or representation of something to help aid understanding.

  • native

    (nā tiv): Living or growing naturally in a particular region.

  • restoration

    (res tə rā shən): The act of bringing back to an earlier condition.

  • 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.

  • Jill Hamilton in front of a body of water

    Jill Hamilton

    Geneticist

    I am interested in understanding how plants, both ones we manage and ones that grow in the wild, adapt to their environments. I use a combination of genomic tools, greenhouses,...
    View Profile
  • Alejandra Martinez-Berdeja in front of a mountain

    Alejandra Martinez-Berdeja

    Plant Ecologist

    I am interested in studying California annual species that grow in the desert, and I enjoy going out to the desert during the spring to see the flowers. I also...
    View Profile
  • Portrait of Jessica Wright

    Jessica Wright

    Plant Geneticist

    I am interested in helping forests after wildfires. My research focuses on the choice of seeds to plant into a burned landscape. I also enjoy watching the plants in my...
    View Profile

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Additional Resources

  • USDA Information Page on Jeffrey Pine

    Learn more about the Jeffrey Pine.

    Visit Website
  • USDA Information Page on Jeffrey Pine

    Learn more about the Jeffrey Pine.

    Visit Website
  • USDA Information Page on Ponderosa Pine

    Learn more about the Ponderosa Pine.

    Visit Website
  • USDA Forest Service page on native gardening

    Learn more about the benefits of native gardening.

    Visit Website
  • USDA Plant Hardiness Zone Map

    Learn more about the hardiness zones in your area.

    Visit Website
  • USDA Plants Database

    Learn more about the native plants in your area.

    Visit Website
  • Nature’s Notebook, a citizen science project by the USA National Phenology Network

    Track changes in the timing of plant and animal seasonal activity with the Nature’s Notebook program.

    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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