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Moving Spore-adically: The Spread of Sudden Oak Death in California Forests

  • Article
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Invasive Species
  • Native Species
  • Spores
  • Sudden Oak Death
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Sudden oak death is a new disease of trees and plants in the United States and Europe. Although scientists are not certain, they believe the fungus-like organism that causes sudden oak death was brought into the United States from another country. In this study, the scientists wanted to learn how the organism that causes sudden oak death is spread from tree to tree within a forest.

Moving Spore-adically: The Spread of Sudden Oak Death in California Forests

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • What is sudden oak death?
  • Method
  • Findings
  • Discussion

Meet the Scientists

Jennifer Davidson

Jennifer Davidson

Ecologist

My most exciting moment as a scientist came while walking in the forest in the rain, collecting bay laurel leaves infected by sudden oak death and quickly taking them to... Read Full Bio
Heather Patterson

Heather Patterson

Research Scientist

I have really enjoyed all the hiking around I get to do in beautiful State parks. My favorite science experience was the time Kristen Falk, another scientist in this experiment,... Read Full Bio
Kristen Falk

Kristen Falk

Research Scientist

This past winter I was collecting data in the woods. I was putting data into the computer from a weather station. When I’m in the woods, I hear all kinds... Read Full Bio

Thinking About Science

When scientists prepare to study something, they do as much research about the topic as possible before designing their study. That way, they will be more successful at asking the right questions and finding the clearest answers. In this study, the scientists studied the organism that causes sudden oak death. They found that the organism is like a fungus. Therefore, they learned everything they could about how fungi spread from place to place. By understanding how fungi spread from place to place, they were able to look for a similar process in the organism that causes sudden oak death.


Thinking About the Environment

When homeowners create gardens or do landscaping around their homes, they often use plants that are not native to the area in which they live. These nonnative plants are often transported from country to country, and across the country from nursery to nursery. When a plant is infected with a disease, it is not just the plant that is transported from nursery to nursery. Sometimes, these plants and diseases escape into the natural environment, where they become disruptive to the natural ecosystem. You can see that although we usually think of plants as not being mobile, their reproduction and transport by humans allows them to spread from place to place. If a plant has a disease, the disease can spread as well.


Introduction

Sudden oak death is a new disease of trees and plants in the United States and Europe. Although scientists are not certain, they believe the fungus-like organism that causes sudden oak death was brought into the United States from another country. At first, the disease was found only in California (figure 1).

 

Map of the U.S. with California circled and highlighted
Figure 1. California.

 

Since that time, nursery plants affected with the organism that causes sudden oak death have been shipped to other nurseries across the United States (figure 2).

 

Map of the U.S. with locations marked with areas where sudden oak death is a risk. The area are mostly on the mid eastern part of the country and the west coast.
Figure 2. The location of nurseries across the United States that received plants from California nurseries that were infected with the organism that causes sudden oak death.

 

One way the organism spreads is through the sale of infected nursery plants to homeowners or to nurseries in other locations. When such movement occurs, the organism can be spread quickly across long distances. Spraying plants with a chemical to kill the organism does not always work well enough to keep the organism from reappearing and spreading.

 

The organism can also spread from plant to plant. When the organism that causes sudden oak death infects a plant, it is hard to stop its spread to other plants and trees. Although the organism damages but does not kill all the tree species that it infects, it does kill some of them. In this study, the scientists wanted to learn how the organism that causes sudden oak death is spread from tree to tree within a forest.

Reflection Section

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What is sudden oak death?

Sudden oak death is a deadly disease affecting four oak species in California and Oregon. It is caused by a fungus-like organism that produces cankers on the bark of oak trees. These cankers look like they are bleeding (figure 3).

 

Canker on an oak tree
Figure 3. Canker on an oak tree caused by the sudden oak death organism. Photo by Matteo Garbelotto.

 

The sudden oak death organism also infects 13 other species of trees in California, including California bay laurel, coast redwood, Douglas fir, and bigleaf maple (figures 4a–4d). Although sudden oak death does not kill all the trees that it infects, the infection of any tree adds to the problem. When a tree is infected with the organism that causes sudden oak death, the infection enables the disease to continue to spread.

 

Bay leaves with rot on the tips

Figure 4a. The sudden oak death organism causes the death of leaf tips in bay laurels. Photo by Joseph OBrien, USDA Forest Service, Bugwood.org.

Needles on a coast redwood that are rotting

Figure 4b. The sudden oak death organism causes the death of needles on coast redwoods. Photo by Joseph OBrien, USDA Forest Service, Bugwood.org.

A stem wilting

Figure 4c. The sudden oak death organism causes the stem to wilt on Douglas fir. Photo by Jenny Davidson.

A leaf with scorched marks

Figure 4d. The sudden oak death organism causes the leaves to be scorched on bigleaf maple. Photo by Daniel Huberli.


Method

The scientists thought the organism that causes sudden oak death spreads in a manner similar to fungi (figure 5).

A diagram showing the cycle of reproduction of sudden oak death
Figure 5. The cycle of reproduction of the sudden oak death organism.

This similarity includes the production of spores (figure 6).

Spores under a microscope
Figure 6. Spores from the organism that causes sudden oak death. Photo by David Rizzo.

The scientists wanted to learn how the organism’s spores move from tree to tree throughout a forest. The forest they studied contained both evergreen trees and broadleaf trees. The scientists knew that spores of fungi are often transported by wind and water and through soil. Within a forest, sources of water include rain and streams. Soil containing spores can be washed into streams or splashed onto the leaves of new plants.

The scientists studied an area of land covering 166 hectares in California. Within this area of land, 17 percent of the coast live oak and 82 percent of the bay laurel were affected by the organism that causes sudden oak death. Sudden oak death can kill as much as 20 percent of the coast live oaks it infects in a given area (see figure 3 in the “Introduction” section).

Bay laurel trees are not killed by sudden oak death disease, but the disease still causes problems for the tree. The bay laurel tree’s ability to photosynthesize is reduced and more leaves are lost from the tree. This loss is significant because bay laurel trees provide needed habitat and food for wildlife. Even though bay laurel trees are not killed by sudden oak death, the organism produces millions of spores while it is on the leaves. These spores may be spread to oaks, which can be killed by the organism that causes sudden oak death.

The scientists placed 30 traps to catch rainwater across the area of land (figure 7). They placed the traps throughout the area and collected rainwater over 2.5 years. During the rainy season, they collected the rainwater every 10 days. During the summer, when there were few rainstorms, they collected rainwater after each rain. The scientists filtered the rainwater using a very fine filter. This filter was small enough to trap the spores. The scientists performed tests to make sure the spores were the ones that cause sudden oak death. In this way, the scientists were able to estimate how many spores would be released from infected trees during a rainstorm.

Rainwater traps made out of vinyl sheets and stretched over a frame
Figure 7. Rainwater traps made out of a vinyl sheet were stretched over a frame and folded over to make a funnel . A -gallon jar placed at the end of the funnel collected the rainwater.

To determine how far the spores travel while it is raining, the scientists put buckets in a meadow at the edge of the forest. Bay laurel trees affected by sudden oak death disease were growing at the edge of the meadow. During a rain, the scientists assumed some  spores would travel away from the bay laurel trees, using windblown raindrops as their vehicles. The scientists placed buckets 0 meters, 5 meters, and 10 meters away from the trees in the meadow (figure 8). They collected the rainwater and filtered it in the same way they filtered the rainwater collected from the traps.

Buckets placed in a meadow
Figure 8. The buckets placed in a meadow near the forest edge. Photo by David Rizzo.

Number Crunches

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The scientists also studied how far spores could travel down a stream. The scientists placed leaves into a screen bag at three locations. They put the bags of leaves in the stream and tied them so they could not float away. If spores were present in the water, the trapped leaves would become infected. The first location was still in the study area. The second location was outside the study area but still in the forest where infected trees were growing. The leaves placed at the third location were 1 kilometer outside the forest (figure 9).

 

A grphic showing the study area and stars are marking where the sites were on the map
Figure 9. Locations where the trapped leaves were placed in the stream.

 

Finally, the scientists wanted to know whether spores could be transported on people’s shoes. For this part of the study, the scientists had the help of students like you. Fifteen students hiked a trail in the study area. They hiked on 3 different days, with five students hiking each day. The scientists repeated this experiment at two different times. The distance the students hiked was 2.4 kilometers. At the end of the students’ hike, the scientists scraped the soil from the students’ shoes into 15 separate bowls. The scientists tested the soil in each bowl for the presence of spores. They then counted the number of students who had transported spores on their shoes.

 

 

Number Crunches

How many feet is zero meters? Five meters? Ten meters? Multiply the number of meters by 3.280 to find out.

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Findings

The scientists found spores in the rain traps placed throughout the forest during the rainy season but not during the summer. At the beginning of the rainy season, the scientists found fewer spores than at the end of the season. The scientists found that the number of spores caught in the traps, however, varied from place to place and from year to year.

 

The scientists found that the farther away from the forest edge the buckets were placed, the fewer spores were trapped (figure 10).

 

A graph showing the eprcentage of times buckets were found with sproes in the rain water and different distances
Figure 10. Percentage of times buckets were found with spores in the rainwater.

 

The scientists found that the leaves floating in the stream within the study area became infected with the sudden oak death organism. During the rainy season, they also found that spores were present in the stream at both other locations, including the location 1 kilometer downstream from the forest. During the dry season, the stream dried out in the forest, and the scientists did not find any spores downstream during that time.

 

 

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Of the 30 students who hiked 2.4 kilometers, 12 of them picked up spores in the soil on their shoes. Forty-seven percent of the first 15 students’ shoes and 33 percent of the second 15 students’ shoes had spores in the soil that had clung to their shoes.

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Discussion

The findings in this study are similar to research done on similar organisms. In other words, the organism that causes sudden oak death disease is transported from tree to tree in a manner similar to other fungus-like organisms. The presence of this organism is significant because when it is transported to new oak trees, it can cause the death of those trees. The scientists found that this organism is most likely transported from bay laurel trees, where the spores infect the tree but do not kill it.

This study showed how far the organism can travel through rain, streamwater, and soil. In particular, the organism can travel long distances down streams and on the shoes of hikers. Think about the possibility of transmitting the organism that causes sudden oak death across the country from nursery to nursery. If what happened in California could happen in other States, think about what might happen if the organism spread into forests across the United States. Look again at figure 2 in the “Introduction” section. Could sudden oak death get started in your State or in a State near you? The organism that causes sudden oak death is a new invasive species and not much is known about it outside California. Because it can kill oak trees, this is a disease to which we should pay attention.

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From: Davidson, J .M .; Wickland, A .C .; Patterson, H .A .; Falk, K .R .; Rizzo, D .M . 005 . Transmission of Phytophthora ramorum in mixed-evergreen forest in California . Phytopathology. 95(5): 587–596.

Cover image for Natural Enquirer Invasive Species Edition, Volume 8, Number 1 that shows the article names with accompanying graphics.

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  • PDF preview of the FACTivity from Moving Spore-adically
    In this FACTivity, you will learn about the American chestnut tree and compare its story to the threat of sudden oak death disease. Then you will create your own story...

    FACTivity – Moving Spore-adically

    • Activity
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • American Chesnut Tree
    • Sudden Oak Death
    • Writing Activity
    In this FACTivity, you will learn about the American chestnut tree and compare its story to the threat of sudden oak death disease. Then you will create your own story...
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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.
  • ESS2.C-M1
    Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
  • ESS3.C-M1
    Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
  • ESS3.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.
  • LS1.B-M2
    Animals engage in characteristic behaviors that increase the odds of reproduction.
  • 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-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.
  • 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.
  • People, Places, and Environments
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What Is a Natural Inquirer Journal?

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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.

 

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Reading Modes

Journals are available in three different formats:

  • Hard copies can be ordered from the website and shipped, all free of charge.
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  • 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 journal are linked on this educator guide tab.

    Other resources:

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

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  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 journal are linked on this educator guide tab.

    Other resources:

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

    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 journal are linked on this educator guide tab.

    Other resources:

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

    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 journal are linked on this educator guide tab.

    Other resources:

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

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  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 journal are linked on this educator guide tab.

    Other resources:

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

    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 journal are linked on this educator guide tab.

    Other resources:

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

    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 journal are linked on this educator guide tab.

    Other resources:

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

    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

  • PDF preview of the Invasive Species lesson plan.
    In this lesson plan, students learn about invasive species in their area and create brochures educating others about their characteristics. Materials: Internet or library access for research Paper and writing...

    Lesson Plan – Invasive Species

    • Lesson Plan
    • High School
    • Middle School
    • 5 Classroom Periods
    • Insects
    • Wilderness
    • Wildlife
    • Brochure
    • Invasive Species
    • Research Project
    In this lesson plan, students learn about invasive species in their area and create brochures educating others about their characteristics. Materials: Internet or library access for research Paper and writing...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Invasive Species - Vol. 8 No. 1

  • PDF Preview of the Venn Diagram Lesson Plan
    Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.

    Lesson Plan – Venn Diagram

    • 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
    • Graphic Organizer
    Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
  • PDF Preview of the Lesson Plan for Chew on This
    In this lesson plan, students will read a Natural Inquirer or Investi-gator article and use the “Double Entry Graphic Organizer” to organize the most important thoughts regarding the topic.

    Lesson Plan – Quotes and Responses

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • 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
    In this lesson plan, students will read a Natural Inquirer or Investi-gator article and use the “Double Entry Graphic Organizer” to organize the most important thoughts regarding the topic.
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Chew on This! Measuring the Impact of Termites on Forest Wood

Education Files

Project Learning Tree

If you are a Project Learning Tree trained educator, you may use “Trees in Trouble” as an additional activity resource. This activity teaches how to read signs and symptoms of stressed trees

Glossary

View All Glossary
  • broadleaf

    (brȯd lēf): Having broad leaves; specifically, having leaves that are not needles.

  • canker

  • ecosystem

    (ē kō sis tǝm): A system made up of an ecological community of living things interacting with their environment especially under natural conditions.

  • fungus

    (fǝŋ gǝs): (plural: fungi or funguses) Any of a kingdom of living things (such as molds, rusts, mildews, smuts, and mushrooms) that lack chlorophyll, are parasitic or live on dead or decaying organic matter, and were formerly considered plants.

  • habitat

    (ha bә tat): The place or environment where a plant or animal naturally or normally lives and grows.

  • mobile

  • native

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

  • nursery

    (nǝr s(ǝ) rē): A place where plants (like trees or shrubs) are grown for transplanting, for use as stocks in grafting, or for sale.

  • species

    (spē sēz or spē shēz): A category of living things that ranks below a genus, is made up of related individuals able to produce fertile offspring, and is identified by a two-part scientific name.

  • spore

    (spȯ(ǝ)r): A reproductive body that is produced by fungi and by some plants and microorganisms (like ferns and bacteria) and that usually consists of a single cell and is able to produce a new individual either by developing by itself or after fusion with another spore.

  • Photograph of Dr. Davidson testing diseased oaks in Mexico.

    Jennifer Davidson

    Ecologist

    My most exciting moment as a scientist came while walking in the forest in the rain, collecting bay laurel leaves infected by sudden oak death and quickly taking them to...
    View Profile
  • Photograph of Ms. Falk gathering data in the woods.

    Kristen Falk

    Research Scientist

    This past winter I was collecting data in the woods. I was putting data into the computer from a weather station. When I’m in the woods, I hear all kinds...
    View Profile
  • Photograph of Ms. Patterson conducting research in the woods.

    Heather Patterson

    Research Scientist

    I have really enjoyed all the hiking around I get to do in beautiful State parks. My favorite science experience was the time Kristen Falk, another scientist in this experiment,...
    View Profile

Jump To

  • Additional Resources

Additional Resources

  • Forest Service's Sudden Oak Death page

    Learn more about the Forest Service research going on in the eastern region of the United States.

    Visit Website
  • Sudden Oak Death page

    Learn more about Sudden Oak Death.

    Visit Website
  • What is Sudden Oak Death?

    Visit Website
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  • Natural Inquirer - Homepage
  • 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 and other cooperators and partners.

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