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  • Knock on Wood: Understanding the Relationship Between the Red-Cockaded Woodpecker, Longleaf Pine, Fire, and Carbon
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Knock on Wood: Understanding the Relationship Between the Red-Cockaded Woodpecker, Longleaf Pine, Fire, and Carbon

  • Article
  • High School
  • Middle School
  • 1 Classroom Period
  • Fire
  • Wilderness
  • Wildlife
  • Carbon Cycle
  • Carbon Storage
  • Gopher Tortoise
  • Habitat Specialist
  • Land Use
  • Longleaf Pine
  • Prescribed Fire
  • Taproot
  • Woodpecker
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The scientists in this study were interested in looking at how prescribed fire affects longleaf pine forests and their ability to store carbon. The scientists also wanted to know how red-cockaded woodpecker habitat is affected by prescribed fire.

Knock on Wood: Understanding the Relationship Between the Red-Cockaded Woodpecker, Longleaf Pine, Fire, and Carbon

Jump To

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

Meet the Scientists

Katherine Martin

Ecologist

My favorite science memory was conducting a 70-acre prescribed fire in a longleaf pine forest to understand management in action. Read Full Bio

Malcolm North

Forest Ecologist

“My favorite science experience was climbing into the top of a 175-foot-tall red fir to collect lichen samples during a wind storm.” “[Another] favorite science experience is climbing into the... Read Full Bio

Matthew Hurteau

Fire Ecologist | Forest Ecologist

My favorite science experience was when I was sampling big sagebrush on a mesa in northern Arizona and got to see my first mountain lion. Read Full Bio

Bruce Hungate

Ecosystem Scientist

My favorite science experience is taking deep cores in sandy soils near the ocean where pure, white sand, suddenly became a black and soft soil horizon, about 3-inches thick. It... Read Full Bio

George Koch

Ecologist

My favorite science experience is climbing the tallest redwoods and using high-tech instruments to understand how these giants of the plant world make a living. A part of what we’ve... Read Full Bio

What Kinds of Scientists Did This Research?

Ecologist: A person who studies the relationship between living things and their environment.

Ecosystem/System Ecologist: A scientist who studies ecological systems, especially ecosystems.

Fire Ecologist: A scientist who studies the origins of wildland fire and its relationship to the living and nonliving environment.

Thinking About Science

Take a moment to think about science research. What ideas came into your mind? Did you think of scientists in a lab collecting data or writing down observations? Maybe they were looking at a computer and analyzing data or out in a field measuring something. These examples are common aspects of science research. However, one aspect that most people don’t think about when it comes to science is the issue of balancing competing interests.

Scientists often have to find a balance between competing interests. In the world of natural resource science, for instance, scientists may study how both animals and people can safely use a particular area, like creating road crossings for animals. Another example of competing interests in natural resource science is balancing the need to use trees as products and the need for conservation.

In this research, the scientists are looking at how to balance land use issues. In particular, they are examining how to balance an animal’s habitat needs with the needs and benefits of a particular tree species. You will learn more about the specific details as you read further along. As you read, think about the challenges and rewards of doing research about natural resource issues that involve competing interests.


Thinking About the Environment

A red-cockaded woodpecker at a cavity in a tree.
Figure 1. An endangered red-cockaded woodpecker is feeding young at its nest. The nest is located in a cavity of a longleaf pine in Georgia. U.S. Fish and Wildlife Service photo by John Maxwell.

An endangered species is a species that is at serious risk of extinction. Often, scientists and the public must find ways to protect endangered species while also protecting local economies. In the research in this article, the endangered species is the red-cockaded woodpecker (figure 1).

 

The red-cockaded woodpecker is a habitat specialist. A habitat specialist means that the woodpecker strongly prefers one type of habitat. In this case, the scientists believe that the woodpecker’s preferred habitat is old growth forests. In particular, these woodpeckers prefer old-growth forests that include longleaf pine trees (figure 2). They also prefer those forests to have openings where they can forage for food.

 

 

 

A longleaf pine forest with a low understory.

Figure 2. Longleaf pine forests are native to the Southeastern United States. Longleaf pine trees can reach a height of 100 to 120 feet.

USDA Forest Service photo by Scott Horn.

Did You Know?

Red-cockaded woodpeckers prefer old forests with openings so they can forage for food. For nesting, they prefer longleaf pine trees that are at least 60 years old!

A gopher tortoise in the grass
Figure 3. A young gopher tortoise walks through grasses in a longleaf pine ecosystem. Gopher tortoises can grow up to 15 inches long and weigh between 8 and 15 pounds. U.S. Fish and Wildlife Service photo by Randy Browning.

Longleaf pines are an important tree species in the southeastern United States. Longleaf pine forests are important because these forests are diverse ecosystems with over 600 different types of plant and animal species, including 29 threatened species or endangered species. For example, the endangered gopher tortoise lives in the longleaf pine habitat (figures 3 and 4). Gopher tortoises are endangered in certain parts of their habitat and threatened in other areas of their habitat.

 

 

 

 

A gopher tortoise crawls into its burrow in the grass.

Figure 4A. An older gopher tortoise heads into a burrow. Burrows can range from 3 to 52 feet long and 9 to 23 feet deep.

U.S. Fish and Wildlife Service photo by Randy Browning.

Gopher tortoise burrow in a sandy, grassy area.

Figure 4B. Can you spot the gopher tortoise burrow? (Hint: Look in the middle of the photo!)

Courtesy photo by William Pfeiffer.

Did You Know?

Did you know gopher tortoises are considered a keystone species? A keystone species means that an animal or plant plays a critical, unique role in the health of the ecosystem. In the case of the gopher tortoise, the burrows that the gopher tortoise creates can become a shelter for over 350 different species. Wow!

An illustration of a longleaf pine tree showing the large taproot belowground.
Figure 5. A taproot is a plant’s main root. It grows straight down into the soil in search of nutrients, and smaller roots grow out from its sides. FIND Outdoors illustration by Stephanie Pfeiffer Rossow.

Longleaf pine has an extensive taproot, which enables it to be tolerant of drought conditions and hurricanes (figure 5). Longleaf pine is also resistant to attacks by southern pine beetles.

 

 

Longleaf pine tree forests used to be common in the southeastern United States. At one point, 92 million acres in the region were covered in longleaf pine forests (figure 6A). Today, approximately 4.3 million acres are left (figure 6B).

 

A map showing the range of longleaf pine in the coastal southeast.
Figure 6A. This map shows the historic longleaf pine range. FIND Outdoors map by Carey Burda.

 

 

A detailed map of the southeast showing areas of significant longleaf pine restoration.

Figure 6B. This map shows significant landscapes for longleaf conservation. These significant landscapes may be connected to increase the area where longleaf pine grows.

Courtesy map by The Conservation Fund.

Longleaf pine forests need periodic fire to maintain a healthy ecosystem. Typically, the periodic fire interval is 5 to 10 years for longleaf pine. The periodic fire helps the longleaf pine growth cycle and clears out underbrush. Certain animals like the red-cockaded woodpecker prefer to have some areas that are cleared out so that they can forage for food.


Introduction

An illustration showing how carbon cycles through the environment.

Figure 7. This illustration shows how carbon moves through the environment, otherwise known as the carbon cycle.

FIND Outdoors illustration by Stephanie Pfeiffer Rossow.

All forests play an important role in the carbon cycle (figure 7). The carbon cycle refers to the movement of the element carbon through our world. Carbon is found in all living things. Humans are approximately 18 percent carbon. That means if you weigh 100 pounds, then 18 pounds of you is carbon! Plants are approximately 45 percent carbon. Forests are filled with plants and animals; therefore, forests contain a lot of carbon. Forest soils also contain carbon. When a place contains or stores a lot of carbon, it is called a carbon sink.

When carbon is not stored, it can combine with other elements. When carbon combines with oxygen, carbon dioxide (CO2) is created. Carbon dioxide is a greenhouse gas. That means that when carbon dioxide is in the atmosphere, it helps keep some of the sun’s warmth close to the Earth. If carbon dioxide and other greenhouse gases did not exist, Earth would be cold. Earth would not be the planet we know today because it could not support life as we know it.

However, too much carbon dioxide means that too much heat is kept in the Earth’s atmosphere. Earth’s atmosphere, therefore, maintains a fine balance that keeps our planet livable. In today’s world, a lot of carbon dioxide is produced by our lifestyle. Forests and other carbon sinks, such as oceans and soil, help keep the carbon cycle in balance.

Natural disturbances, such as fire, can reduce carbon storage in the forests and release CO2 into the atmosphere. However, many forests need occasional fire to remain healthy (figure 8).

A forester sets a prescribed fire alongside a road in a forest.

Figure 8. Chequamegon-Nicolet National Forest wildland firefighters and a team from the Midewin Interagency Hotshot Crew conducted a 3,400-acre prescribed fire in the Moquah Barrens, Wisconsin. This fire is one of the management techniques that the Forest Service is using to restore the pine barrens ecosystem at Moquah Barrens. This ecosystem has evolved naturally over time with fire being the key component of a healthy ecosystem.

USDA Forest Service photo.

Forest managers may conduct a prescribed fire or forest thinning activities to manage a forest and reduce the chance of destructive wildfire that will release large amounts of CO2 into the atmosphere (figure 9).

 

A forest in a prescribed fire. Flames burn along the understory, and smoke rises through the trees. Service vehicles line the road.

Figure 9. Firefighting crews monitor the Canyon 66 prescribed fire in Ochoco National Forest in Oregon, September 2019.

USDA Forest Service photo.

Prescribed fires are planned fires. Plans are written by fire specialists who describe the ideal weather and timing of the burn. Forest managers follow these plans when they implement the burn, and they closely monitor the fire (figure 10).

 

A forester walks on a forest road holding a drip torch and setting fire to the brush.

Figure 10. Drip torches are often used during a prescribed fire.

U.S. Department of the Interior, Bureau of Land Management photo.

Prescribed fires are managed so that they are safe for people and the environment (figure 11).

Three land managers monitor a prescribed burn on grassland.

Figure 11. Prescribed fire can be used to achieve different management objectives. In this photo, forest managers are burning 23 acres of invasive, non-native grasses at Lower Table Rock in Oregon.

U.S. Department of the Interior, Bureau of Land Management photo.

The scientists in this study were interested in looking at how prescribed fire affects longleaf pine forests and their ability to store carbon. The scientists also wanted to know how red-cockaded woodpecker habitat is affected by prescribed fire. Recall that the red-cockaded woodpecker, which lives in longleaf pine forests, is an endangered species. Therefore, the woodpecker’s health and protection must be considered when thinking about any management action.

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Methods

The scientists conducted their study at the Fort Benning military post in Georgia (figure 12). Across the landscape of Fort Benning, trees range in age from less than 10 years to over 100 years.

 

A map showing the location of Fort Benning in Georgia and in the context of the United States.

Figure 12. Fort Benning is located on the Georgia/Alabama border.

FIND Outdoors map by Carey Burda.

The scientists collected data from 223 plots that represented the wide variety of tree ages as well as different types of red-cockaded woodpecker habitat (table 1). The scientists also assigned prescribed burn management for different sections including the following: no management; burn only (burn every 3 years); and thin and burn (burn every 3 years and thin every 30 years). Thinning is a management practice that involves cutting a certain percentage of trees in the forest to restore forest health.

 

Table 1. The scientists collected data from 223 plots that represented the wide variety of tree ages and red-cockaded woodpecker habitat.
Number of PlotsAge of Trees on PlotType of Red-Cockaded Woodpecker (RCW) Habitat
63Younger (less than 10 years old)Sites that are being restored and are future RCW habitat
88Mature (30-60 years old)RCW foraging habitat
72Older (greater than 60 years old)RCW roosting habitat

The scientists used an elemental analyzer with an isotope-ratio mass spectrometer to determine the total carbon. An elemental analyzer is a machine that helps scientists figure out what kinds of elements and how much of each element are in an item.

The scientists also took measurements of the amount of surface fuel litter and coarse woody debris. Surface fuel litter and coarse woody debris are the leaves, sticks, dead wood, and other material on the forest floor (figure 13). The amount of this forest fuel and woody debris in an area gives scientists an idea of how fire may move through an area.

Leaves and moss on a forest floor

Figure 13. Surface fuel litter and coarse woody debris are the leaves, sticks, dead wood, and other material on the forest floor.

FIND Outdoors photo by Jessica Nickelsen.

For example, as forest fuel and woody debris accumulate over time, it changes the forest structure. As more fuel accumulates, the forest becomes overcrowded, and there are more pathways for a fire to move up into the tops of the trees. Typically, the tops of trees are closer together, enabling fire to spread quickly. These types of fires are known as crown fires. They are intense fires and difficult to control.

Scientists also took a variety of measurements from the trees in the plots. Some examples of these measurements include tree species, height, diameter at breast height (DBH), and whether the tree was alive or dead. DBH is a measurement that is taken at the same height aboveground for every tree. In the United States, the measurement is taken at 4.5 feet (figure 14).

On the left, a photo of a person measuring DBH. On the right, an illustration showing (1) the heigh at which DBH is measured on a longleaf pine tree, (2) a diameter tape around a tree trunk, and (3) a cross section of a tree trunk showing the difference between diameter and circumference.

Figure 14. Scientists commonly measure the diameter at breast height of trees. Every tree is measured at the same height above the ground. This measurement enables scientists to compare different trees using the same measurement.

USDA Forest Service photo by Paul Scowcroft. FIND Outdoors illustration by Stephanie Pfeiffer Rossow.

Number Crunch

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The scientists took all the information they gathered and put the data into computer models. The models represented different scenarios of prescribed fire (no management, burn only, and thin and burn). The scientists examined the different models to look at the effects of managing for red-cockaded woodpecker habitat and carbon storage in the longleaf pine forests.

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Findings

The scientists found that each of the three treatments gained carbon over time, but they gained the carbon at different rates (figure 15).

The unmanaged treatment provided the greatest carbon storage, but habitat for the red-cockaded woodpecker was lost and the risk of destructive wildfires increased.

Treatment with thinning and prescribed burning helped expand red-cockaded woodpecker habitat because longleaf pine became more prevalent. This type of treatment also helped reduce the density of the forest.

Reducing the density of the forest helps create open space and reduces the risk of destructive wildfires. The open spaces are used by certain animals, like the red-cockaded woodpecker, for foraging. However, 22 percent less carbon was stored in this treatment area.

A chart showing carbon storage over time for the three different forest treatments.

Figure 15. Notice how all the treatments (no management, burn only, and thin and burn) gained carbon over time.

FIND Outdoors illustration by Stephanie Pfeiffer Rossow.

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Discussion

The results show that carbon storage, habitat for the red-cockaded woodpecker, and conservation of longleaf pine ecosystems can be achieved. The study suggests that forests where fire is suppressed hold more carbon. Fire suppression means that fires that might normally burn, if there was no human intervention, are stopped by humans.

However, the suppression of fire leads to less biodiversity. More frequent prescribed fire can also reduce the area’s susceptibility to wildfire by reducing the surface fuel load available. There are tradeoffs, but depending on the needs of the community where this problem occurs, there can be several management scenarios to achieve a variety of objectives.

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Adapted from Martin, Katherine L.; Hurteau, Matthew D.; Hungate, Bruce A.; Koch, George W.; North, Malcolm P. 2015. Carbon tradeoffs of restoration and provision of endangered species habitat in a fire-maintained forest. Ecosystems. 18(1): 76-88.

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  • In “Knock on Wood,” you learned that prescribed fires are an important management tool used by land managers. Prescribed fires are different than wildland fires and have a variety of...

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Glossary

View All Glossary
  • cavity

    (ka vǝ tē): An unfilled space within a mass, especially a hollowed-out space.

  • forage

    (fȯr ij): (noun) Food for browsing or grazing animals.

    (verb) To wander in search of forage or food.

  • girth

    (gərth): A measure around a body.

  • hardwood

    (härd wud): The wood of a tree (such as an oak or maple) that produces flowers and usually has broad leaves as compared to the wood of a tree that bears cones and has needlelike leaves.

  • hotshot crew

    (hät shät krü): A highly trained fire crew used mainly to build firelines by hand.

  • hydraulic

    (hī drȯ lik): Of or relating to water or other liquid in motion.

  • invasive

    (in vā siv): Tending to spread especially in a quick or aggressive manner, such as a nonnative species growing and dispersing easily, usually to the detriment of native species and ecosystems.

  • land use

    (land yüs): How people are using the land.

  • mesa

    (mā sə): A flat-topped hill or small plateau with steep sides.

  • old-growth forest

    (ōld grōth fȯr ǝst): A forest characterized by the presence of large old trees, dead standing trees, and fallen rotting trees and that is usually in a late stage of development.

  • pine barrens

    (pīn ber ənz): An ecosystem characterized by sandy soil that is low in nutrients, has acidic water, is adapted to fire, and often contains pine trees and shrubs.

  • prescribed fire

    (pri skrībd fī ǝr): The controlled use of fire under specific weather conditions to restore health to an ecosystem that depends on fire; also known as a prescribed burn or controlled burn.

  • restore

    (ri stȯr): To bring back to or put back into a former or original state.

  • suppress

    (sǝ pres): To slow or stop the growth or development of.

  • susceptibility

    (sə sep tə bil ət ē): Lack of ability to resist some outside agent (such as a disease-causing germ or drug).

  • taproot

    (tap rüt): A primary root that grows vertically downward and gives off small lateral roots.

  • threatened

    (thre tǝnd): Having an uncertain chance of continued survival; likely to become an endangered species.

  • Katherine Martin in a safety harness up high in a pine tree.

    Katherine Martin

    Ecologist

    My favorite science memory was conducting a 70-acre prescribed fire in a longleaf pine forest to understand management in action.
    View Profile
  • A photo of Malcolm North standing in a forest while holding a measuring stick.

    Malcolm North

    Forest Ecologist

    “My favorite science experience was climbing into the top of a 175-foot-tall red fir to collect lichen samples during a wind storm.” “[Another] favorite science experience is climbing into the...
    View Profile
  • Matthew Hurteau working in the field

    Matthew Hurteau

    Fire Ecologist | Forest Ecologist

    My favorite science experience was when I was sampling big sagebrush on a mesa in northern Arizona and got to see my first mountain lion.
    View Profile
  • Bruce Hungate working outside

    Bruce Hungate

    Ecosystem Scientist

    My favorite science experience is taking deep cores in sandy soils near the ocean where pure, white sand, suddenly became a black and soft soil horizon, about 3-inches thick. It...
    View Profile
  • George Kock climbing a a large redwood tree.

    George Koch

    Ecologist

    My favorite science experience is climbing the tallest redwoods and using high-tech instruments to understand how these giants of the plant world make a living. A part of what we’ve...
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Standards addressed in this Article:

Next Generation Science Standards

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ESS3.C-H1
    The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
  • 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.D-H1
    Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
  • 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.
  • ETS1.A-H1
    Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
  • ETS1.A-H2
    Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.
  • ETS1.A-M1
    The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.
  • ETS1.B-H1
    When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability, and aesthetics and to consider social, cultural, and environmental impacts.
  • ETS1.B-H2
    Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
  • ETS1.B-M1
    A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
  • ETS1.B-M2
    There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
  • ETS1.B-M3
    Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
  • ETS1.B-M4
    Models of all kinds are important for testing solutions.
  • ETS1.C-H1
    Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
  • ETS1.C-M1
    Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.
  • ETS1.C-M2
    The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
  • 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-M3
    Growth of organisms and population increases are limited by access to resources.
  • LS2.B-H3
    Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geologic, and biological processes.
  • 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-H2
    Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
  • 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.
  • LS2.C-M2
    Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
  • 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.D-H1
    Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).
  • LS4.D-H2
    Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

Social Studies Standards

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

Note To Educators

The Forest Service's Mission

The Forest Service’s mission is to sustain the health, diversity, and productivity of the Nation’s forests and grasslands to meet the needs of present and future generations. For more than 100 years, our motto has been “caring for the land and serving people.” The Forest Service, an agency of the U.S. Department of Agriculture (USDA), recognizes its responsibility to be engaged in efforts to connect youth to nature and to promote the development of science-based conservation education programs and materials nationwide.

USDA and Forest Service Logos

What Is the Natural Inquirer?

Natural Inquirer is a science education resource journal to be used by students in grade 6 and up. Natural Inquirer contains articles describing environmental and natural resource research conducted by Forest Service scientists and their cooperators. These scientific journal articles have been reformatted to meet the needs of middle school students. The articles are easy to understand, are aesthetically pleasing to the eye, contain glossaries, and include hands-on activities. The goal of Natural Inquirer is to stimulate critical reading and thinking about scientific inquiry and investigation while teaching about ecology, the natural environment, and natural resources.

Natural Inquirer bee sitting at a desk with paper and pencil

  • Meet the Scientists

    Introduces students to the scientists who did the research. This section may be used in a discussion about careers in science.

  • What Kinds of Scientist Did This Research?

    Introduces students to the scientific disciplines of the scientists who conducted the research.

  • Thinking About Science

    Introduces something new about the scientific process, such as a scientific habit of mind or procedures used in scientific studies.

  • Thinking About the Environment

    Introduces the environmental topic being addressed in the research.

  • Introduction

    Introduces the problem or question that the research addresses.

  • Method

    Describes the method the scientists used to collect and analyze their data.

  • Findings & Discussion

    Describes the results of the analysis. Addresses the findings and places them into the context of the original problem or question.

  • Reflection Section

    Presents questions aimed at stimulating critical thinking about what has been read or predicting what might be presented in the next section. These questions are placed at the end of each of the main article sections.

  • Number Crunches

    Presents an easy math problem related to the research.

  • Glossary

    Defines potentially new scientific or other terms to students. The first occurrence of a glossary word is bold in the text.

  • Citation

    Gives the original article citation with an internet link to the original article.

  • FACTivity

    Presents a hands-on activity that emphasizes something presented in the article.


Science Education Standards

You will find a listing of education standards which are addressed by each article at the back of each publication and on our website.


We Welcome Feedback

  • Contact

    Jessica Nickelsen
    Director, Natural Inquirer program

  • Email

    Contact us here.

Education Files

Project Learning Tree

If you are a trained Project Learning Tree educator, you may use “Plant a Tree” as additional resources.

Jump To

  • Additional Resources

Additional Resources

  • The Cornell Lab of Ornithology: Red-Cockaded Woodpecker

    Learn more about the red-cockaded woodpecker.

    Visit Website
  • U.S. Fish & Wildlife Service: Red-Cockaded Woodpecker

    Learn more about the red-cockaded woodpecker.

    Visit Website
  • U.S. Fish & Wildlife Service: Gopher Tortoise Fact Sheet

    Learn more about the gopher tortoise.

    Visit Website
  • USDA: Longleaf Pine Fact Sheet

    Learn more about the longleaf pine.

    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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