Knock on Wood: Understanding the Relationship Between the Red-Cockaded Woodpecker, Longleaf Pine, Fire, and Carbon
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.
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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...FACTivity – Knock on Wood
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...
Standards addressed in this Article:
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ESS2.D-H1
The foundation for Earth’s global climate systems is the electromagnetic radiation from the Sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
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ESS2.D-H2
Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
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ESS2.D-H3
Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
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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.
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ESS2.D-M1
Weather and climate are influenced by interactions involving Sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
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ESS3.C-H1
The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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ETS1.B-M1
A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
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ETS1.B-M2
There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
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ETS1.B-M3
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
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ETS1.B-M4
Models of all kinds are important for testing solutions.
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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.
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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.
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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.
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LS1.C-H1
The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
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LS2.A-M1
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
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LS2.A-M3
Growth of organisms and population increases are limited by access to resources.
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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.
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LS2.B-M1
Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
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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.
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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.
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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.
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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.
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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.
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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.
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LS4.D-H1
Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).
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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.
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Cite specific textual evidence to support analysis of science and technical texts.
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By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
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Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
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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.
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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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Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
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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).
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Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
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Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
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Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
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By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
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Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
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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 9-10 texts and topics.
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Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
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Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
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Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
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Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
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Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
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People, Places, and Environments
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Science, Technology, and Society
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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.
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.
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Meet the Scientists
Introduces students to the scientists who did the research. This section may be used in a discussion about careers in science.
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What Kinds of Scientist Did This Research?
Introduces students to the scientific disciplines of the scientists who conducted the research.
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Thinking About Science
Introduces something new about the scientific process, such as a scientific habit of mind or procedures used in scientific studies.
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Thinking About the Environment
Introduces the environmental topic being addressed in the research.
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Introduction
Introduces the problem or question that the research addresses.
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Method
Describes the method the scientists used to collect and analyze their data.
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Findings & Discussion
Describes the results of the analysis. Addresses the findings and places them into the context of the original problem or question.
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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.
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Number Crunches
Presents an easy math problem related to the research.
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Glossary
Defines potentially new scientific or other terms to students. The first occurrence of a glossary word is bold in the text.
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Citation
Gives the original article citation with an internet link to the original article.
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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
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Contact
Jessica Nickelsen
Director, Natural Inquirer program -
Email
Lessons
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In this lesson plan, students will read a Natural Inquirer or Investi-gator article and create “thin” and “thick” questions while filling out a graphic organizer. This lesson plan can be...Lesson Plan – Thin and Thick
In this lesson plan, students will read a Natural Inquirer or Investi-gator article and create “thin” and “thick” questions while filling out a graphic organizer. This lesson plan can be... -
In this lesson plan, you will use the visual thinking strategy to elicit prior knowledge before reading a Natural Inquirer or Investi-gator article. This can be used with any Natural...Lesson Plan – Visual Thinking Strategy
In this lesson plan, you will use the visual thinking strategy to elicit prior knowledge before reading a Natural Inquirer or Investi-gator article. This can be used with any Natural... -
Identify and write the main idea of the section using one sentence. Fill out the provided graphic organizer. This lesson plan can be used with any Natural Inquirer article.Lesson Plan – Block Graphic Organizer
Identify and write the main idea of the section using one sentence. Fill out the provided graphic organizer. This lesson plan can be used with any Natural Inquirer article.
Education Files
Project Learning Tree
If you are a trained Project Learning Tree educator, you may use “Plant a Tree” as additional resources.
Glossary
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Katherine Martin
My favorite science memory was conducting a 70-acre prescribed fire in a longleaf pine forest to understand management in action.View Profile -
Malcolm North
“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
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
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 Koch
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...View Profile




