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  • Lion In Wait: How Citizens Helped Scientists Identify a Rapid Invasion of Lionfish
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Lion In Wait: How Citizens Helped Scientists Identify a Rapid Invasion of Lionfish

  • Article
  • Middle School
  • 1 Classroom Period
  • Citizen Science
  • Water
  • Wildlife
  • Crowdsourcing
  • Data Collection
  • Invasive Species
  • Lionfish
  • Marine Conservation
  • Mobile Apps
  • Nonnative Species
The cover for 'Lion in Wait' article. The main image is a photo of two men scuba diving and studying a lionfish.
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Over the past decade, humans have introduced two species of Indo-Pacific lionfish (Pterois volitans and Pterois miles) into the Atlantic Ocean. These fishes have been seen in a wide range of Atlantic marine habitats, including coral reefs, hard bottoms, seagrass meadows, mangroves, and oyster reefs. Sightings in different habitats mean that Indo-Pacific lionfish are found across a wide area, making it difficult to track their expanding numbers. In this research, the scientists wanted to compare the different ways that information is collected about Indo-Pacific lionfish in an area of the Gulf of Mexico.

 

Lion In Wait: How Citizens Helped Scientists Identify a Rapid Invasion of Lionfish

Jump To

  • Meet the Scientists
  • What is a Coastal Action?
  • What Kinds of Scientists Did This Research?
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • Methods
  • Findings
  • Citizen Science Connections
  • Discussion

Meet the Scientists

Steven Scyphers

Sustainability Scientist

My favorite science experience is meeting and hearing stories directly from commercial fishers and other residents of coastal communities. Commercial fishers are people who fish as a part of their... Read Full Bio

Lad Akins

Director of Special Projects

My favorite science experience is working with nonscientists to answer scientific questions. Many students, SCUBA divers, and interested members of the general public are helping to address issues like the... Read Full Bio

Marcus Drymon

Marine Fisheries Ecologist

My favorite science experience has been the opportunity to use data from our shark population monitoring program. This program keeps track of shark populations and applies the information to management... Read Full Bio

Pam Schofield

Fisheries biologist

So far, my favorite science experience has been living and working in Uganda, East Africa, where I studied the effects of nonnative fishes on the Lake Victoria ecosystem. Uganda is... Read Full Bio

Charles Martin

Senior Field Ecologist

My favorite science experience is answering questions about nature. My curiosity about how the natural world works, and how humans have changed the world, drives my scientific research program. I... Read Full Bio

What is a Coastal Action?

A coastal ocean is the strip of ocean from the outer continental shelf to the estuaries (es chǝ wer ēs) close to the shore. Although coastal oceans represent only 7 percent of the ocean’s surface worldwide, they are the richest in marine life of all ocean areas. With an estuary’s mix of fresh and salt water, estuaries are some of the most productive ecosystems on Earth. Illustration by Stephanie Pfeiffer.

 

A graphic of a coastal ocean leading into an estuary

What is SCUBA?

SCUBA’s name came from its purpose. SCUBA is a self contained underwater breathing apparatus. Its purpose is to give divers the ability to breathe underwater. Lad Akins is using SCUBA gear to swim close to the lionfish in the photo.

What Kinds of Scientists Did This Research?

  • Director of special projects: This scientist works in a variety of areas and directs unusual projects. At the Reef Environmental Education Foundation, this scientist also conducts scientific research, trains others, and works with citizen scientists.
  • Fishery biologist: This scientist studies fish and how the environment and other outside forces affect fish throughout their life cycle.
  • Marine fisheries ecologist: This scientist studies ocean and coastal marine environments to understand the relationship of fish and other living organisms with each other and the nonliving environment.
  • Senior field ecologist: This experienced scientist conducts field studies to understand the relationship of living things with each other and the nonliving environment.
  • Sustainability scientist: This scientist studies the relationships between human, environmental, and engineered systems. This scientist works to understand and develop solutions to problems that threaten the long-term health of life on Earth.

Thinking About Science

The Gulf of Mexico is a large body of salt water along the Southeastern United States (figures 1 and 2). Take a moment to look at how much area is covered by the Gulf of Mexico. The Gulf of Mexico is larger than the combined States of Texas, New Mexico, Arkansas, and Louisiana.

A map showing the United States, Canada, Mexico, and the Gulf.

Figure 1. The Gulf of Mexico is a body of salt water along Mexico’s east coast, around the east and north coasts of parts of Central America, along the U.S. Gulf Coast, along the west coast of Florida, and in western Cuba. The Gulf of Mexico covers a surface area of 579,153 square miles (1.5 million square kilometers). FIND Outdoors maps by Carey Burda and Stephanie Pfeiffer.

A shoreline

Figure 2. The Gulf of Mexico near Pensacola, Florida. Photo courtesy of Babs McDonald.

Think about trying to figure out whether a particular species of marine fish is swimming in the Gulf of Mexico. Now think about trying to figure out how many of these fish are swimming in the Gulf of Mexico, and where they are swimming. This identification and counting is a challenge for marine scientists. The Gulf of Mexico covers a large area, and fish and other marine animals are constantly moving. In addition, seeing large areas under the water’s surface can be difficult.

 

Citizens, and in particular people engaged in outdoor recreation, may be visiting areas far away from other people. Often, these people have opportunities to observe, count, and report what they have observed. By doing this, they can help scientists because scientists cannot be everywhere. SCUBA divers, for example, may dive in areas where scientists might not be.

 

The scientists in this study were interested in identifying how many of a particular fish species were swimming in an area of the Gulf of Mexico. The scientists wanted to compare the numbers reported by recreational SCUBA divers with the numbers reported by other methods for identifying and counting marine fish. Recreational SCUBA divers are people
who use SCUBA gear to dive and swim under water for pleasure.

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Thinking About the Environment

You may have heard the phrase, “The only constant is
change.” This phrase means that most things on Earth change over time. Think about the world around you. Does this statement seem true to you?

 

Some scientists are changing their understanding of invasive species. Invasive species are species that are not native to the place they live and are likely to cause harm to the environment, the economy, or human health. Humans have moved many plant and animal species to new areas. In some cases, the movement of species has been accidental, and in other cases, it has been on purpose. In many instances, invasive species have caused ecosystems to change so much that native species are unable to thrive in the ecosystem.

 

Invasive plant and animal species rapidly reproduce in new habitats. Some scientists have noticed situations, however, in which invasive species do not cause the harm to these new habitats that might be expected. These invasive species seem to fill an ecological role in an ecosystem. For example, in the Western United States, an invasive tree provides habitat for an endangered bird species. In another situation, native Hawaiian flowers are pollinated by an invasive bird species where native pollinators no longer live. Invasive species might especially fill ecological roles where humans have destroyed native habitat.

 

Some scientists are expanding their view of invasive species. In some instances, for example, everything possible should be done to reduce the harm caused by an invasive species. Native ecosystems should be preserved if possible. In other instances, we should realize that invasive species are creating new ecosystems.

 

As you can see, scientific thinking can change as scientists observe the world around them. Think of another example of when scientific thinking changed as a result of new
observations. Think of an example of when your own thinking changed as a result of new observations. Do you think your thinking will continue to change? Why?


Read the Natural Inquirer Hawai’i-Pacific Islands edition to learn more about plants and animals in Hawai’i.

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PDF cover of the Hawaii Pacific Islands Natural Inquirer journal. Under the title is a rendering of the largest island with digital photos of different fauna and flora native to the island. The entire background is green with illustration of different green plants.

Introduction

Over the past decade, humans have introduced two species of Indo-Pacific lionfish (Pterois volitans and Pterois miles) into the Atlantic Ocean (figures 3a and 3b).

A lion fish in water

Figure 3a. Indo-Pacific lionfish are
colorful fish with venomous spines that protect
them from predators. This fish eats smaller fish and invertebrate marine animals such as
shrimp. Lionfish can live for decades.

A spine on a lion fish

Figure 3b. A spine of a lionfish.

These species have spread into the northwestern Atlantic Ocean, the Caribbean Sea, and the Gulf of Mexico (figure 4).

A map of the gulf with red dots showing where lionfish could be seen
Figure 4. Indo-Pacific lionfish, originally found in the Indo-Pacific region, have been seen in the northwestern Atlantic Ocean, the Caribbean Sea, and the Gulf of Mexico. The red dots on the map indicate sightings of lionfish. Map courtesy of Pam Schofield.

These fishes’ native ecosystem is the Indo-Pacific region (figure 5).

A map showing the Indo-Pacific region
Figure 5. The native habitat of lionfish is the Indo-Pacific region, which includes the Indian Ocean, the western and central Pacific Ocean, the seas of Indonesia which connect those two oceans, and the Red Sea. Map by Carey Burda and Stephanie Pfeiffer.

These fishes have been seen in a wide range of Atlantic marine habitats, including coral reefs, hard bottoms, seagrass meadows, mangroves, and oyster reefs (figure 6). Sightings in different habitats mean that Indo-Pacific lionfish are found across a wide area, making it difficult to track their expanding numbers.

Five images, first is a coral reef, then a seagrass meadow, then a mangrove, hard bottom of the ocean, and a coral reef built by tiny marine animals.
Figure 6. Indo-Pacific lionfish have been seen in coral reefs (A), seagrass meadows (B), mangroves
(C), hard bottoms (D), and oyster reefs (E), among other habitats. A coral reef is built by colonies of
tiny marine animals. A hard bottom is an area with low diversity, relatively flat, and characterized by
hard materials. Photos A, B, C, and D courtesy of Lad Akins, and photo E courtesy of Babs McDonald.

Marine scientists use established methods to monitor the presence of different fish species in marine ecosystems. These methods include the use of underwater cameras and underwater remotely operated vehicles (ROVs) (figure 7).

 

An underwater remotely operated vehicle surveying an area in the ocean
Figure 7. Underwater remotely operated vehicles survey an area by being controlled remotely. Photo courtesy of Mountains of the Sea Research Team, National Oceanic and Atmospheric Administration.

 

In recent years, scientists have also provided online opportunities for citizens to report fish and other marine sightings. Lad Akins has also developed a method to tag lionfish (figure 8).  When a lionfish is tagged, its movements can be tracked.

 

Two scientists tagging a lionfish underwater
Figure 8. Andy Dehart and Lad Akins tag a lionfish. Photo courtesy of Lad Akins.

 

In this research, the scientists wanted to compare the different ways that information is collected about Indo-Pacific lionfish in an area of the Gulf of Mexico. In particular, the scientists wanted to compare observations and sightings of Indo-Pacific lionfish by recreational SCUBA divers with scientifically taken photographs and ROV videos.

 

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Methods

The scientists identified an area in the Gulf of Mexico where Indo-Pacific lionfish had been sighted. The scientists compared five sources of lionfish abundance data collected in this area (figure 9). The data collection spanned the time from the first recorded Indo-Pacific lionfish sightings in this Gulf of Mexico area in 2010 through the year 2012.

 

A map of the Gulf of Mexico marking where different organization sighted lionfish
Figure 9. The scientists identified an area in the Gulf of Mexico where Indo Pacific lionfish had been sighted. Map by Carey Burda and Stephanie Pfeiffer.

 

The first source of lionfish counts was from an underwater stationary camera used by the Southeast Area Monitoring and Assessment Program (SEAMAP). The program uses underwater photography to identify, count, and understand a range of marine life.

 

The second source of lionfish counts was from information provided by the Dauphin
Island Sea Lab (DISL). DISL uses underwater remotely operated vehicles (ROVs). The ROVs videotape artificial reef structures and the areas around the structures (figure 10). A reef is rock, coral, a sandbar, or other structure beneath the water’s surface. An artificial reef is a human-built structure meant to provide reef habitat for marine life. Sometimes boats or other materials are purposely sunk to create artificial reefs.

 

An artificial reef in the ocean being used by a school of fish
Figure 10. This material is an artificial reef that provides habitat for marine animals. Photo courtesy of Lad Akins.

 

The third source of Indo-Pacific lionfish counts was the U.S. Geological Survey’s Nonindigenous Aquatic Species (USGS-NAS) database. The USGS-NAS database is like an online library where information is stored. This database enables the U.S. Geological Survey to monitor, record, and analyze sightings of nonnative aquatic species throughout the United States. Citizens, as well as scientists, can visit online and report sightings.

 

What Is the Southeast Area Monitoring and Assessment Program?

The Southeast Area Monitoring and Assessment Program (SEAMAP) collects, manages, and shares information about fisheries in the Southeastern United States. SEAMAP’s goal is to provide managers with the best information possible so that the best decisions can be made. SEAMAP is a partnership between Federal and State Governments and universities.

The scientists also used data reported into the Reef Environmental Education Foundation (REEF) database. REEF is a marine conservation organization. REEF trains recreational SCUBA divers as citizen scientists. These citizen scientist SCUBA divers report sightings of marine fish and other marine organisms.

 

The last source of information came from an online questionnaire. The questionnaire
asked 232 licensed Alabama spearfishers to report the number and location of their dives. The questionnaire also asked spearfishers to report any sightings or experiences with lionfish, to provide any photographs they had taken, and to describe their encounters in detail.

What Is the Dauphin Island Sea Lab?

The Dauphin Island Sea Lab (DISL) conducts research and provides marine education opportunities to Alabama colleges and universities. Most of DISL’s research is about nearshore and estuarine (es chə rēn) processes in the northern Gulf of Mexico.

What Is a Spearfisher?

A spearfisher is a person who, while swimming below the water’s surface, captures fishes using a spear. For many of the spearfishers in this study, the spear is propelled mechanically or shot using the tension of a large rubber band to propel it forward. Spearfishing is not legal in some places.

A scuba diver spearfishing in the ocean

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Findings

The scientists examined 1,411 photographs and videos recorded by the stationary cameras and the ROV (table 1).

 

A table with data from pre-2011, 2011, and 2012 about the attempts made my different organizations to observe lionfish and the numbers of lionfish sighted.
Table 1. Yearly number of attempts to observe Indo-Pacific lionfish and numbers of lionfish sighted
for each data source. Notice the numbers of total lionfish counted in each year.

 

The USGS-NAS database first recorded lionfish sightings in the Gulf of Mexico in 2010. However, lionfish were seen off the southeast coast of Florida as early as 1985. Reports indicated that most sightings were of 1 to 4 lionfish, although some reports showed
up to 50 lionfish per sighting. Lionfish were observed between 2 meters in depth in shallow seagrass meadow habitats and up to 40 meters in depth in offshore and artificial reef habitats. The REEF database did not have any lionfish sightings in the Gulf of Mexico before 2011.

 

Fifty-seven licensed spearfishers answered the questionnaire. These 57 spearfishers had participated in more than 14,000 dives. These SCUBA divers had an average of 13 years of experience and an average of 17 dives every year in the northern Gulf of Mexico. One-third of the spearfishers reported seeing lionfish during a dive. In total, spearfishers saw 1,303 individual lionfish. Of these, 82 percent were observed in 2011.

 

Although some of the lionfish sightings were spread out across the study area, most of the sightings occurred within the same area (see figure 9).

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Citizen Science Connections

A Woodsy Owl mascot
Woodsy Owl’s message is “Give a hoot, don’t pollute” (Forest Service photo by Tanya Flores)

iCoast is a project aimed at improving scientific knowledge of coastal erosion issues. Coastal erosion is the process or state of washing away land in coastal areas. Coastal erosion is a common issue following extreme storm events, such as hurricanes. Extreme storms can change or damage the natural environment and human-made structures.

Scientists have taken more than 140,000 photos of coastal areas before and after 24 different extreme storms. However, the scientists are unable to compare and contrast all the photos by themselves. Scientists are asking citizen scientists to use iCoast to identify changes and damage to coastal areas using the photos.

iCoast lets citizen scientists:

    • Learn about coastal erosion issues;
    • Compare and contrast coastal erosion photos;
    • Submit data about coastal erosion following extreme storm events;
    • Contribute to science

iCoast is a project created by the U.S. Geological Survey. More than 1,000 citizen scientists assist scientists with the iCoast project. To learn more, visit http://coastal.er.usgs.gov/icoast/about.php

US Geological Survey logo.

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Discussion

The scientists noted that spearfishers, SCUBA divers, and other citizen-based sources of lionfish counting were effective at documenting the rapid movement of lionfish into the study area. Therefore, citizens could play an important role in providing an early warning of other nonnative species as they move into new ecosystems.

 

All of the sources of lionfish counting examined by the scientists showed a similar pattern. Most sources showed lionfish moving into the study area in 2010 and their numbers increasing every year through 2012. The USGS-NAS database relies on volunteers and does not include a measure of effort. The scientists do not know how many times volunteers tried to observe lionfish as compared with the numbers they reported. This lack of information limited the usefulness of the USGS-NAS database.

 

The survey of spearfishers enabled the scientists to compare effort with lionfish abundance. From this survey of spearfishers, the scientists learned that information provided by a small group of people can provide important additional information about lionfish abundance.

 

The scientists noted that this particular project is just one example of how citizen scientists can assist scientists with understanding ecosystem changes. In this case, the scientists were better able to understand the rate and locations of nonnative fishes’ movement into a new ecosystem. Understanding other events, such as the impact of oil spills or hurricane damage, may also benefit from the involvement of citizen scientists. The popularity and improvement of mobile applications (apps) will provide even more ways for citizen scientists to report their observations. With improved mobile technologies, citizen scientists may become even more effective as contributors to science.

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Adapted from Scyphers, S.B.; Powers, S.P.; Akins, J.L.; Drymon, J.M.; Martin, C.W.; Schobernd, Z.H.; Schofield, P.J.; Shipp, R.L.; Switzer, T.S. 2015. Rapid expansion of an invasive species documented through a social-ecological network. Conservation Letters. 8(4): 242-250. DOI: 10.1111/conl.12127, http://www.reef. org/reef_files/2014_Scyphers_etal_ConLetters_Lionfish.pdf

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  • In this FACTivity, you will try different methods of collecting data about types of shoes worn at your school. The question you will answer in this FACTivity is: How does...

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    In this FACTivity, you will try different methods of collecting data about types of shoes worn at your school. The question you will answer in this FACTivity is: How does...
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    Lion In Wait: How Citizens Helped Scientists Identify a Rapid Invasion of Lionfish

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Glossary

View All Glossary
  • abundance

    (ə bən dənt(s)): A large quantity; plenty.

  • aquatic

    (ǝ kwä tik): Growing or living in or often found in water.

  • conserve

    (kǝn sǝrv): To avoid wasteful or destructive use of something.

  • database

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

  • endangered

    (in dān jǝrd): Threatened with extinction.

  • invertebrate

    (in vər tə brət or in vər tə brāt): An animal (such as a worm, clam, spider, or butterfly) that lacks a backbone.

  • native

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

  • nearshore

    (nir shȯr): The nearshore region includes water from a lake, bay, or ocean shoreline to 30 meters in depth.

  • nonindigenous

    (nän in dij ə nəs): Growing, living, or occurring in a region or environment which is not native to the organism or thing.

  • nonnative

    (nän nā tiv): Not naturally occurring in an area.

  • predator

    (pre də tər): An animal that preys on other animals for food.

  • questionnaire

    (kwes chǝ ner): A set of questions for obtaining statistically useful or personal information from individuals.

  • stationary

    (stā shə ner ē): (1) Not moving; (2) staying in one place or position.

  • unique

    (yu̇ nēk): Being the only one of its kind; unusual; distinctively characteristic.

  • venomous

    (ve nə məs): Producing venom in a specialized gland and capable of inflicting injury or death.

  • Steven Scyphers holds a fish.

    Steven Scyphers

    Sustainability Scientist

    My favorite science experience is meeting and hearing stories directly from commercial fishers and other residents of coastal communities. Commercial fishers are people who fish as a part of their...
    View Profile
  • Lad Akins scuba dives and swims next to a lionfish.

    Lad Akins

    Director of Special Projects

    My favorite science experience is working with nonscientists to answer scientific questions. Many students, SCUBA divers, and interested members of the general public are helping to address issues like the...
    View Profile
  • A group of people bring a large tiger shark onboard a ship.

    Marcus Drymon

    Marine Fisheries Ecologist

    My favorite science experience has been the opportunity to use data from our shark population monitoring program. This program keeps track of shark populations and applies the information to management...
    View Profile
  • Pam Schofield stands on a boat and holds up a fish.

    Pam Schofield

    Fisheries biologist

    So far, my favorite science experience has been living and working in Uganda, East Africa, where I studied the effects of nonnative fishes on the Lake Victoria ecosystem. Uganda is...
    View Profile
  • Charles Martin stands on a boat and holds a shark up by the tail.

    Charles Martin

    Senior Field Ecologist

    My favorite science experience is answering questions about nature. My curiosity about how the natural world works, and how humans have changed the world, drives my scientific research program. I...
    View Profile

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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.
  • 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.
  • 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.A-M4
    Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
  • 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.D-M1
    Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
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.
  • Individuals, Groups, and Institutions
  • People, Places, and Environments
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is a Natural Inquirer Journal?

Three Natural Inquirer journal covers with NI bee

 

A Natural Inquirer journal is a collection of 4-8 articles on a related science topic. Journals are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students. Some journals are particularly suited to high school students; you can find our grade level recommendations in the tags on the product page or by filtering journals by grade level.

Journals include:

  • Four to eight articles based on published, peer-reviewed research papers; the articles keep the research paper format (see more below) but are written in language students can understand.
  • A FACTivity for each article, 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 articles in a journal may have two FACTivities.
  • A short “Welcome to the journal” article about key background information and science concepts that unify the articles included in the journal
  • A glossary of new terms for each article and the introductory materials.
  • A list of related Natural Inquirer publications for each article as well as outside references.
  • Standards correlations, including Next Generation Science Standards, addressed in the articles and the FACTivities.

Journals 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

Journals 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 journal can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version. You can also download individual articles as pdfs.
  • The “Read Distraction Free” option allows the individual articles to open in their own window, without the rest of the website being visible. These articles can be found under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and Number Crunches. Students can enter their answers, submit them, and then receive the correct answers to double-check their work. Submitted answers are not saved on the website and will disappear once the window is closed.

What's in a Natural Inquirer Article?

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

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

    Use this section to:

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

    Next Generation Science Standards (NGSS) applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

Additional Resources on the Website

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

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

Article Selection and Review

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

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

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

Lessons

  • In this lesson, students will use graphic organizers to help guide their reading of an article. Materials: Graphic organizers (included) Writing utensil This lesson plan can be used with any...

    Lesson Plan – Reading Graphic Organizers

    • Lesson Plan
    • 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
    • Graphic Organizer
    • Guided reading
    • Reading for Information
    • Reflection
    In this lesson, students will use graphic organizers to help guide their reading of an article. Materials: Graphic organizers (included) Writing utensil This lesson plan can be used with any...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Citizen Science - Vol. 19 No. 1

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

    Lesson Plan – Storyboard

    • Lesson Plan
    • High School
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Creative
    • Guided reading
    • Story Telling
    In this lesson, students will create a storyboard to graphically represent the main points from the research article they read. This lesson plan can be used with any Natural Inquirer...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Freshwater - Vol. 18 No. 1

  • In this lesson, students will increase their reading comprehension, critical thinking skills, and summarization and explanation skills. Students will role-play as members of the Natural Inquirer Twitter Team (now X...

    Lesson Plan – Twitter Team

    • 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
    • Reading Comprehension
    • Reading for Information
    • Science Writing
    • Summarize
    In this lesson, students will increase their reading comprehension, critical thinking skills, and summarization and explanation skills. Students will role-play as members of the Natural Inquirer Twitter Team (now X...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Hawaii Pacific Islands - Vol. 1 No. 16

Education Files

Project Learning Tree

If you are a trained Project Learning Tree educator, you may use “Did You Notice?” and “Improve Your Place” as additional resources.

Citizen Science Connections

iCoast is a project aimed at improving scientific knowledge of coastal erosion issues. Coastal erosion is the process or state of washing away land in coastal areas. Coastal erosion is a common issue following extreme storm events, such as hurricanes. Extreme storms can change or
damage the natural environment and human-made structures.

Scientists have taken more than 140,000 photos of coastal areas
before and after 24 different extreme storms. However, the scientists are
unable to compare and contrast all the photos by themselves. Scientists are asking citizen scientists to use iCoast to identify changes and damage to coastal areas using the photos.

iCoast lets citizen scientists:
• Learn about coastal erosion issues;
• Compare and contrast coastal erosion photos;
• Submit data about coastal erosion following extreme storm events; and
• Contribute to science.

iCoast is a project created by the U.S. Geological Survey. More than
1,000 citizen scientists assist scientists with the iCoast project.

(Note: since the publication of this edition, the iCoast project has been retired.)

Jump To

  • Additional Resources

Additional Resources

  • Reef Environmental Education Foundation (REEF)

    Reef Environmental Education Foundation (REEF) is an international marine conservation organization that implements hands-on programs to involve local communities in conservation-focused activities. REEF was founded in 1990 and is based in Key Largo, Florida, with remote staff in Illinois, California, and Washington. Its mission is to protect biodiversity and ocean life by actively engaging and inspiring the public through citizen science, education, and partnerships with the scientific community.

    Visit Website
  • National Oceanic and Atmospheric Administration: Lionfish

    Lionfish are native to coral reefs in the tropical waters of the South Pacific and Indian Oceans. But you don’t have to travel halfway around the world to see them. This is an invasive species that threatens the well-being of coral reefs and other marine ecosystems, including the commercially and recreationally important fishes that depend on them. NOAA and its partners are working hard to develop ways to prevent further spread and control existing populations.

    Visit Website
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  • USDA
  • USDA Forest Service logo.

The Natural Inquirer program produces a variety of science education materials for PreK through grade 12. Natural Inquirer products are produced by the USDA Forest Service, FIND Outdoors, and other cooperators and partners.

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