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.

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”).

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”).

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.

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.

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.

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.