Mangrove Mania: How Elevation Change and Sea-Level Rise Affect Mangrove Forests
Mangrove forests include trees and shrubs found in the tropics that have large root structures and create barriers that help protect coastlines. The mangrove forests
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All the world’s ice can be divided into two types: sea ice (icebergs) and sheet ice (ice on land). Although both types of ice are at risk of melting if...FACTivity – Mangrove Mania
All the world’s ice can be divided into two types: sea ice (icebergs) and sheet ice (ice on land). Although both types of ice are at risk of melting if...
Glossary
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Ken W. Krauss
My favorite science experience is working directly with land managers to communicate the results of our scientific studies. Sharing this information helps the managers make important land management decisions. I...View Profile -
Jim Allen
My favorite science experiences have been those that involve the opportunity to discover new things about forests. I enjoy working with the people who depend on the forests I’ve studied....View Profile -
Katherine Ewel
My favorite science experience was working with people in another culture to help them see their natural environment from a different viewpoint. Making the right management decisions often depends on...View Profile -
Nicole Cormier
My favorite science experience has been traveling and working on tropical islands like those in the Federated States of Micronesia (FSM). I have been fortunate to work in old growth...View Profile
Standards addressed in this Article:
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ESS2.A-M1
All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
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ESS2.C-M5
Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.
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ESS3.A-M1
Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
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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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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.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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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.
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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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Culture
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Global Connections
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People, Places, and Environments
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Production, Distribution, and Consumption
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Science, Technology, and Society
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Time, Continuity, and Change
What Is a Natural Inquirer Journal?
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.
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?
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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.
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”).
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”).
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.
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.
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.
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.
Additional Resources on the Website
On 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.
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
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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
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... -
This lesson plan can be paired with any of the cultural essays from the Hawai’i-Pacific Islands edition of Natural Inquirer. After a brief introduction, students will read the cultural essay...Lesson Plan – Cultural Essay
This lesson plan can be paired with any of the cultural essays from the Hawai’i-Pacific Islands edition of Natural Inquirer. After a brief introduction, students will read the cultural essay... -
Students work in groups to analyze the Natural Inquirer article research study and give a brief presentation on their findings to their classmates. This lesson plan can be used with any Natural...Lesson Plan – Summarize and Present
Students work in groups to analyze the Natural Inquirer article research study and give a brief presentation on their findings to their classmates. This lesson plan can be used with any Natural...
Education Files
Unity in Diversity
The Federated States of Micronesia (FSM) is made up of 607 islands. These islands are located in the Central Pacific Ocean. Four states make up the FSM: Pohnpei, Kosrae, Chuuk, and Yap. The total population of the FSM is approximately 100,000, and the official language is English. People living on these islands, however, speak eight major native languages: Yapese, Ulithian, Woleaian, Chuukese, Pohnpeian, Kosraean, Nukuoro, and Kapingamarangi. Because large expanses of water separate the islands, island groups have evolved some distinct cultural traditions. Several cultural traditions, however, are similar across the islands.
Kosrae and Pohnpei islands are located in the Central Pacific Ocean.
One cultural tradition that is similar across the islands is the maintenance of strong family bonds through the large extended family. Another common cultural tradition is the importance of clans or family groups. Today, however, the importance of clans has decreased for the island groups of Kosrae. People in Pohnpei, however, still emphasize matrilineal clans.
Micronesian people rely heavily on fishing and farming. Farming is focused primarily on tree crops like breadfruit, coconut, banana, and citrus. Root crops like yam, sweet potato, tapioca, and taro are also important. The coconut tree is a vital crop for survival on isolated islands. This tree is used to provide nourishment from the water, milk, and oil; the husk is used for fuel to cook food and make rope for building homes and canoes; and the leaves are woven for mats and roofing material. Communal labor and sharing are important and the tradition of giving gifts and respect to tribal leaders remains.
Even though the states have cultural practices that link people across Micronesia, each state and even island can have different customs and traditions. The people of Yap dress in customary clothing. Women wear grass skirts or fabric hand woven from banana fibers called a “lavalava” and men wear a type of loincloth called a “thu.” Fishing, farming, sailing, and weaving are a part of daily life. Dancing is an important cultural tradition. The dances tell their history and legends and are a form of entertainment. Children are encouraged at an early age to learn these special dances.
Mr. Jermy Uowolo displays traditional Yapese tattoos. He and his sons Mykah (left) and Jayden (right) are wearing thus. The striped belts are made from handwoven fabric called “lavala.”
The people of Yap are also famous for their stone money. This money was carved from stone in distant islands and brought to Yap through treacherous journeys by traditional canoes. The stones are so large that a hole had to be carved in the middle of the stone. This hole enabled a wooden post to be inserted in the middle that would be held by multiple people to carry it. Today, the traditional stone money lines the pathways in front of the village cultural houses. Here, they are held just as money would be held in a bank. Each stone holds a history that impacts its value, and the owner is known by everyone in the village. The stone money is still used today for important exchanges of high cultural value.
In the state of Chuuk, woodcarvers make beautiful masks and items for use in the home and sea craft, among other objects. The most accomplished wood carvers also build canoes and boats high in the hills of inner islands and then bring these boats down to the sea when they are nearly complete. It is common to see women on these islands waist deep in mangrove forests looking for delicacies among the sea life. The women use open-hearth fires to cook daily meals.
Traditional canoe house on the Yapese island of Fais, which has no electricity and no cars.
In Pohnpei, communities will come together to build a new boathouse or just to complete daily chores. The people here are known for their energetic cultural dances. They use these dances to pass on tradition, language, and family unity.
In Kosrae, native people practice singing and chanting as cultural traditions. Weaving, woodcarving, canoe building, and housebuilding are important to the people of Kosrae.
A special relationship exists between Hawaiians interested in traditional ways and the FSM. Before navigation instruments were available, Polynesians made ocean voyages across wide expanses of open ocean. Some of these Polynesians settled on the islands of Micronesia and some on the islands of Hawai‘i. Polynesian sailors used the horizon, stars, weather, wind and wave patterns, the feel of ocean swells, clouds, ocean and sky colors, and wildlife movements to keep track of their location, direction, and speed. These sailing techniques were passed along in word and song and were often kept secret.
By 1975, there were no Hawaiians who knew these ancient navigation techniques. At that time, Master Navigator Mau Piailug of the FSM was only one of six navigators who still used these techniques. Of the six, only Mau was willing to share his knowledge with the Hawaiians. He was asked by the Polynesian Voyaging Society to teach them how to navigate in the ancient manner. Mau’s willingness to share this knowledge helped to increase pride in traditional Hawaiian and Polynesian culture. This pride has led to a growing interest in voyaging, canoe building, and non-instrument navigation that unites the Pacific Islands.