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  • Mussel Mania: How Streamflow Affects Freshwater Mussels Over Long Time Periods
Cover of the Mussel Mania article. The main image is a photo of a hand holding a mollusk shell on top of an area full of pebbles and other shells.
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Mussel Mania: How Streamflow Affects Freshwater Mussels Over Long Time Periods

  • Article
  • Middle School
  • 1 Classroom Period
  • Water
  • Wildlife
  • Ecosystem Changes
  • Indicator Species
  • Mollusks
  • Mussels
  • Sclerochronology
  • Streamflow
  • Water Quality
Cover of the Mussel Mania article. The main image is a photo of a hand holding a mollusk shell on top of an area full of pebbles and other shells.
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Mussels are very sensitive to changes in the environment which makes them good indicators of the health of an aquatic ecosystem. Mussel shells, like growth rings from a tree, can show scientists the age and growth rate of the animal. The scientists in this study wanted to know how streamflow affected mussels and their growth.

Mussel Mania: How Streamflow Affects Freshwater Mussels Over Long Time Periods

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • Why Is the Mussel Reproductive Cycle Important?
  • Methods
  • What is Tree Coring?
  • Findings
  • Discussion

Meet the Scientists

Andrew Rypel

Aquatic Ecologist

My favorite science experience is finding something totally unexpected that other people can’t believe, but also can’t argue with, because the data are so clear! Read Full Bio

Wendell Haag

Fisheries biologist

When I was a kid, I loved to roam the fields, woods, creeks, and even my backyard, catching salamanders and crayfish and looking at plants and birds. In high school,... Read Full Bio

What Kinds of Scientists Did This Research?

  • Applied aquatic ecologist: This scientist studies the effects of man-made change on aquatic ecosystems.
  • Fisheries biologist: This scientist studies fish and other aquatic organisms living in the wild, including what they eat, their habitat, and how they interact with their environment.

Thinking About Science

When scientists identify a problem they must sometimes find new methods to study the problem. Sometimes scientists come up with a new method based on some other method they know about or have used before. One new field of study is called sclerochronology (skler ə krə nä lə jē). This new field of study is based on dendrochronology.

 

Dendrochronology is a field of study in which scientists learn about trees by studying the tree’s growth rings (figure 1). The field of sclerochronology similarly enables scientists to learn about any organism that leaves growth rings in hard tissues like bones or shells. Some scientists examine fish scales and mussel shells to learn more about the animal (figure 2). The growth rings in mussel shells can provide information about how fast the animal grew, how old it is, and how growth changes with changes in climate.

 

A tree cookie

Figure 1. A tree’s growth rings can show times of fire, drought, and other events that the tree
experienced. The rings also tell the age of the tree. Photo Courtesy of Jessice Nickelsen.

A person holding up a mussel over a bed of rocks.

Figure 2. A mussel has a hard exterior shell, and the animal deposits a ring of hard tissue each
winter when its growth slows. Photo courtesy of Dr. Andrew Rypel.

What's in a Word?

Large words can be broken down into smaller words. Breaking larger words into smaller words helps to illustrate how the words were created and to understand why they are used. Sclerochronology is the study of chemical and physical changes in the gradual increase in hard tissue of organisms.

 

Break down the word “sclerochronology:”

 

sclero: hard, hardened, or hardening

 

chronos: time

 

logos: science

 

By piecing these smaller words together, you can see that the word sclerochronology comes from the science of how things harden over time, such as shells and bones.


Thinking About the Environment

Bottomland hardwood forests are unique ecosystems (figure 3). These ecosystems have a lot of diversity and are highly endangered. Bottomland hardwood forests are river swamps. These forests are found along rivers and streams and typically include large floodplains. The way in which water moves and flows through these rivers and forests has an effect on the entire ecosystem. Hydrology is the study of how water moves and flows. Changes to the hydrology of the rivers and streams may cause problems for the entire ecosystem.

 

A bottomland hard wood forest
Figure 3. Bottomland hardwood forests are river swamps. These forests are found along rivers and streams and typically include large floodplains. Photo courtesy of the U.S. Fish and Wildlife Service.

 

In earlier studies, scientists learned that periods of flooding are important to this ecosystem. One reason these periods of flooding are important is because carbon deposits from the land, in the form of leaves and other organic matter, are transferred into the river during these periods. Carbon is important for the plants and animals in and along the river. The scientists in this study wondered if flooding provides other benefits for this ecosystem.

 

One way to study flooding is to look at the amount of water in a stream or river at different times. The amount of water and the velocity, or speed, of water in a stream or river is called streamflow (figures 4a, 4b, and 4c). You will learn more about streamflow in the “Introduction” section. The scientists were particularly interested in how freshwater mussels responded to changes in streamflow.

An illustration of a river with low streamflow

Figure 4a. Note the differences between this illustration and figure 4b. Illustration by Stephanie Pfeiffer

An illustration of a river with high stream flow

Figure 4b. Which illustration has a high streamflow? How do you know? Illustration by Stephanie Pfeiffer.

A river with low streamflow

Figure 4c. This river currently has a low
streamflow. Photo courtesy of Dr. Wendell Haag.


Introduction

An ecosystem is a community of plant and animal species interacting with one another and the nonliving environment. Ecosystems may change over time. Ecosystem changes are
recorded in unique ways. For example, a tree’s growth rings show scientists which years of the tree’s life included drought and fire. Similarly, the shell of a mussel can show scientists the age and growth rate of the animal. In this study, the scientists wanted to use information from the mussels’ shells to help them better understand the environment in which the mussels lived.

The scientists in this study were interested in studying mussels in bottomland hardwood forest ecosystems. Streamflow is an important factor in bottomland hardwood forest ecosystems. Streamflow is the volume of water flowing through a stream at any particular place. The scientists wanted to figure out how streamflow affected mussels and plants near and in the rivers in these ecosystems. The scientists also wanted to compare streamflow with cypress trees along the river to see if streamflow affected mussels and trees the same way (figure 5).

Bald cypress trees growing near a creek. Two people are canoeing in the water.
Figure 5. Bald cypress trees are found in bottomland hardwood forests because they are able to survive in areas that are seasonally flooded or that are covered in water a majority of the time. These bald cypress trees are found in Okefenokee National Wildlife Refuge. Photo courtesy of Babs McDonald.

North America has the highest diversity of freshwater mussels in the world (figure 6).

A map of the globe with the hemispheres shown
Figure 6. North America is located in the Northern Hemisphere. Map by Carey Burda.

Mussels are mollusks. They have two shells that are joined by a ligament (figure 7). Mussels have two small siphons used to draw in and expel water. This siphoning action helps to filter water of bacteria, algae, and other small particles, and it makes this material available to other organisms that live on the bottom. Mussels, therefore, help improve water quality.

An illustration of a mussel
Figure 7. A mussel has many interesting features, such as a foot, a mouth, and teeth that help lock the shell together. Illustration by Stephanie Pfeiffer.

The outer shell of a living mussel is a home to some organisms. Mussels are also a source of food for many animals. Some animals that eat mussels are muskrats, raccoons, otters, turtles, and fish (figure 8). In addition, the empty shells become homes for animals after the mussels are no longer living.

Raccoon hiding in some grass
Figure 8. Raccoons and other animals use mussels as a source of food. Photo courtesy of Babs McDonald.

Mussels are very sensitive to changes in rivers or lakes, and this sensitivity makes them good indicators of the health of aquatic ecosystems. Mussels are also interesting because they have a unique reproductive cycle. Due to the importance of mussels in the ecosystem, the scientists wanted to know how streamflow in the bottomland hardwood forest ecosystems affected the mussels. The scientists wanted to know specifically how streamflow affected mussel growth.

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Why Is the Mussel Reproductive Cycle Important?

Male mussels release sperm into the water, and the current carries the sperm to female mussels. After the eggs are fertilized, they hatch into tiny larvae inside the female’s gills. The females then release the larvae into the water where they must attach to a fish. The larvae are parasites that need nutrition from a fish to grow into young mussels. Different mussel species need different kinds of fish. The female mussel must somehow make sure her larvae find the right kind of fish.

 

An illustration of mussel reproduction
Figure 9. A simplified version of mussel reproduction illustrates some of the interesting
features of the reproductive cycle. Illustration
by Stephanie Pfeiffer.

Mussels have different ways of attracting fish depending on what kind of fish their larvae need. For example, mussels whose larvae need big predators like bass have large lures that look like minnows. In this case, lures are something that attracts a fish. Other mussels whose larvae need smaller fishes have tiny lures that look like insects or snails. When a
fish tries to attack the lure, the larvae attach to the fish and remain for several weeks. After they have developed into young mussels, they drop off, leaving the fish unharmed. Due to this interesting reproductive cycle, healthy mussel
communities are dependent on a healthy and diverse fish community (figure 9).


Methods

The scientists studied 13 mussel species. The scientists collected the mussels from Alabama, Arkansas, and Mississippi (figure 10). They collected mussels from two sites in Alabama on the Sipsey River, one site on the St. Francis River in Arkansas, and one site on the Little Tallahatchie River in Mississippi (figure 11).

A map showing the Little Tallahatchie River

Figure 10. The mussels were collected in three States: Alabama, Arkansas, and Mississippi. Map by Lindsay Gnann.

Sipsey river in Alabama with a canoe in it

Figure 11. The Sipsey River in Alabama goes through part of the Sipsey Wilderness, and 61
miles of the river have been designated Wild and
Scenic. For more information, visit http://www.wilderness.net. Photo courtesy of Dr. Andrew Rypel.

 

The rivers that the scientists collected from were different from each other in several important ways. Some of the rivers were regulated and some were unregulated. A regulated
river is a river whose water is controlled by dams or other water storage methods (figure 12a). An unregulated river does not have any dams or other water storage methods (figure 12b). Unregulated rivers are free flowing.

 

An illustration of a river with a dam

Figure 12a. This river is regulated by a dam.
Illustration by Stephanie Pfeiffer.

AN illustration of a river with no dam

Figure 12b. This river is unregulated. Illustration
by Stephanie Pfeiffer.

 

Streamflow can be different for regulated and unregulated rivers. For example, a dam can be opened to release more water, which causes higher streamflow, or it can be closed, reducing the amount of water in the river. Changes in streamflow at certain times of year can have negative impacts on aquatic organisms. The scientists wanted to see if the difference between regulated and unregulated streams affected the mussels (figure 13).

Figure 13. The description of each river includes whether it is regulated or unregulated.
Name of RiverRegulated or UnregulatedDescription of River
Sipsey RiverUnregulatedThe watershed is mostly forested. Water quality is high, and the river has one of the most complete aquatic communities in this region.
St. Frances RiverMostly UnregulatedThis river was mostly unregulated at the study site and has a high diversity of mussels; however, much of the watershed is affected by large-scale agriculture and water diversion projects.
Little Tallahatchie RiverRegulatedThe study site was just below a major storage reservoir, and another small dam is downstream of the study site.

 

In order to understand how streamflow affected the mussels, the scientists had to collect a variety of data. The scientists used microscopes to examine thin sections of mussel shells (figures 14 and 15). The scientists took pictures of these shell sections with a digital camera, which allowed them to measure how fast the mussels grew in different years. They also took cores from cypress trees to measure how fast the trees grew.

 

Ms. Cram working with a telescope

Figure 14. Ms. Cram, a Forest Service scientist,
uses a microscope to study very small things. Ms. Cram is studying different types of fungi
with this microscope. Look at the “Meet the
Scientists” section on page 75. You will see Dr. Haag is using a microscope to study mussel
shells. Photo courtesy of Jessica Nickelsen.

A microscope image of a thin piece of mussel shell.

Figure 15. This thin piece of mussel shell
provides the scientists with a lot of information.
For example, the number of rings in the shell tells how old the mussel is, and the width of a
particular ring tells how fast the mussel grew in that year. Photo courtesy of Dr. Andrew Rypel.

The scientists gathered streamflow data for each of the rivers they studied. The scientists were able to obtain streamflow data for each day over several decades from data collected
by the U.S. Geological Survey and other government agencies. They put all of this information into a computer program to help them analyze the data.

What is Tree Coring?

Obtaining a tree core is a way of getting information about a tree without cutting it down. Scientists, like the one pictured, use a tool called an increment borer to obtain the core.

 

The core looks like a long pencil with rings. Tree cores help scientists learn the age of the tree and how it grew over time.

 

On the left is a man coring a tree with a tool. In the middle is a tool in a tree to core it. On the left is a tree core with ruler measuring it.
Figure 16. Tree coring. Photos courtesy of Scott Horn.

 

 

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Findings

In the unregulated Sipsey River, mussels grew faster during times of low streamflow and slower during times of high streamflow (figure 17).

A table with different river mussels and their streams flows they are found in
Figure 17. Mussel growth each year compared with low and high streamflow and number of hydrologic reversals. A plus sign means that growth was faster and a minus sign means growth was slower. What do you notice about the periods of low streamflow and high streamflow? You can see from the figure that mussels have very colorful names!

Some mussel species in the St. Francis River also showed this relationship. The strongest and most consistent trend in the St. Francis River was a strong, positive relationship between mussel growth and hydrologic reversals.

A hydrologic reversal is when the river changes from a rising river to a falling river or from a falling river to a rising river. A greater number of reversals can mean that the water falling on the land winds up in the river and flows downstream very quickly. This rapid movement of water often happens in an agricultural landscape like the St. Francis River because much of the forest is gone. In a forested landscape like the Sipsey River, the water is absorbed by the forest and enters the river more slowly. This absorption of water influences things like the frequency and severity of floods.

Unlike in the other rivers, mussel growth in the regulated Little Tallahatchie River was not significantly related to any streamflow measurements. This finding suggests that regulation of streamflow can disrupt the normal cycles of mussel growth found in unregulated streams. Interestingly, cypress trees behaved exactly the opposite from mussels. Cypress trees grew faster in high-streamflow years but slower in low-streamflow years.

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Discussion

The scientists found that in unregulated streams, mussels showed higher growth in low-streamflow conditions. Low-streamflow conditions enable the growth of microbes and
algae in the water, which make up much of an adult mussel’s diet. During periods of high streamflow, mussel growth slows.

The scientists think that the mussels’ growth pattern may be a result of several factors. One factor is that during times of high streamflow, mussels may require more energy to maintain their position in the riverbed. Another factor is that high streamflow might make it more difficult for mussels to process their food. This difficulty is because the water is turbid and carries a lot of sediment that mussels must separate from edible material like algae and microbes. Finally, high water may dilute the food particles that mussels need to grow. The scientists would need to conduct additional studies to find out exactly why mussel growth is related to streamflow.

Even though the mussels experience lower growth during high streamflows, higher streamflows are needed periodically. Higher streamflows help keep the mussel habitat in good condition by removing fine sediment from the streambed. For some species of mussel, too much fine sediment may impact growth, feeding, and survival of young mussels. The different response of cypress trees also shows
that a wide range of streamflows is necessary for the best growth for different organisms in the ecosystem.

The scientists found no relationship between streamflow and mussel growth in regulated streams. This finding suggests that dams or other forms of regulation disrupt the normal cycles of mussel growth. The scientists said that the potential relationships found between mussels and streamflow should be studied in other landscapes and rivers. This additional research is necessary so that the scientists will know if these relationships occur in many different places or only in the rivers they studied.

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Adapted from Rypel, A.L.; Haag, W.R.; Findlay, R.H. 2009. Pervasive hydrologic effects on freshwater mussels and riparian trees in southeastern floodplain ecosystems. Wetlands. 29(2): 497–504. http://www.treesearch.fs.fed.us/ pubs/33529

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  • PDF preview of the first page of Mussel Mania FACTivity.
    In this FACTivity, you will be the scientist and analyze real-time streamflow data from the three rivers that the scientists in this study studied. The question you will answer in...

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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.
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    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.
  • LS1.B-M2
    Animals engage in characteristic behaviors that increase the odds of reproduction.
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    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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    Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
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    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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    • 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.

    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 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 Freshwater lesson plan.
    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

  • PDF Preview of Reading a Natural Inquirer Article Lesson Plan
    This lesson plan introduces students to the different sections of a Natural Inquirer article. Additionally, it helps the students understand the content of the article through the use of graphic...

    Lesson Plan – Reading a Natural Inquirer Article – FACELook

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Graphic Organizer
    • Guided reading
    • Reading for Information
    • Scientific Article Format
    This lesson plan introduces students to the different sections of a Natural Inquirer article. Additionally, it helps the students understand the content of the article through the use of graphic...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    FACELook! Exploring the Relationship Between Carbon, Photosynthesis, and the Roots of Trees

  • PDF preview of the Letter to a Scientist Lesson Plan.
    In small groups (or individually), students will read a Natural Inquirer or Investi-gator article and write a letter to the scientist, asking for clarification on at least four questions. This...

    Lesson Plan – Letter to a Scientist

    • Lesson Plan
    • Middle School
    • Upper Elementary
    • 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
    • Guided reading
    • Letter Writing
    • Questioning
    • Scientist
    In small groups (or individually), students will read a Natural Inquirer or Investi-gator article and write a letter to the scientist, asking for clarification on at least four questions. This...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

Education Files

Glossary

View All Glossary
  • agricultural

    (a gri kəl ch(ə) rəl): Of, relating to, or used in farming or agriculture.

  • aquatic

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

  • carbon

    (kar bun): A chemical element present in all life forms.

  • data

    (dā tǝ or da tǝ): Factual information (such as measurements or statistics) used as a basis for reasoning, discussion, or calculation.

  • dendrochronology

    (den drō krə nä lə jē): The science of dating events and variations in an environment in former periods by the study of growth rings in trees and aged wood.

  • diversion

    (də vər zhən): The act or an instance of diverting or straying from a course, activity, or use.

  • diversity

    (dǝ vǝr si tē): The condition of having or being composed of differing elements; variety.

  • drought

    (drau̇t): A long period of dry weather.

  • ecosystem

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

  • endangered

    (in dān jǝrd): Threatened with extinction.

  • floodplain

    (fləd plān): Flat land area next to a stream or river.

  • hydrologic

    (hī drä lə jik): Relating to the properties, distribution, and circulation of water on and below Earth’s surface and in the atmosphere.

  • mollusk

    (mä ləsk): Any of a large phylum of invertebrate animals (such as snails, clams, and octopuses) with a soft body lacking segments and usually enclosed in a shell containing calcium.

  • organic matter

    (ȯr ga nik mat ǝr): A substance that is made from living things.

  • reservoir

    (re zǝ vwär): An artificial lake where water is collected and kept in quantity for use.

  • sclerochronology

    (skler ə krə nä lə jē): The study of chemical and physical changes in the gradual increase in hard tissue of organisms.

  • sediment

    (se dǝ mǝnt): Material deposited by water, wind, or glaciers.

  • siphon

    (sī fən): Tube-like organ in animals and especially mollusks or arthropods used for drawing in or ejecting fluids.

  • turbid

    (tər bəd): Clouded or discolored by the material from a liquid that settles to the bottom (sediment).

  • velocity

    (və lä sə tē): Speed of movement.

  • watershed

    (wȯ tǝr shed): A region or area bounded on the edge by a dividing ridge and draining ultimately to a particular watercourse or body of water.

  • Photo of Andrew Rypel using an increment borer to take a tree core.

    Andrew Rypel

    Aquatic Ecologist

    My favorite science experience is finding something totally unexpected that other people can’t believe, but also can’t argue with, because the data are so clear!
    View Profile
  • Photo of Dr. Wendell Haag, he is sitting at a desk with mollusk shells and a microscope.

    Wendell Haag

    Fisheries biologist

    When I was a kid, I loved to roam the fields, woods, creeks, and even my backyard, catching salamanders and crayfish and looking at plants and birds. In high school,...
    View Profile

Jump To

  • Additional Resources

Additional Resources

  • U.S. Geological Survey: Water Data

    Explore real-time data on daily streamflow conditions from the USGS.

    Visit Website
  • Florida Museum of Natural History: Sclerochronology

    Learn more about the study of Sclerochronology from the Florida Museum of Natural History.

    Visit Website
  • Virginia Department of Game and Inland Fisheries: Freshwater Mussel YouTube Video

    Freshwater mussels are one of the few animals that improve our water quality. The live in many streams and rivers, and they filter algae, bacteria and other small particles in the water, making it cleaner for drinking, and providing for recreational opportunities like swimming and fishing. When freshwater mussels are present in a river it generally means the ecosystem is a healthy one. Like a canary in a coalmine, they serve as an indicator species, as they cant tolerate poor water quality and will disappear from polluted waters. Virginia has 81 different species of mussels, with 37 species considered endangered. This is a short video clip from the 3rd Annual Mussel Festival held recently in Bath County to educate landowners and the public about the importance of these animals to our rivers and streams.

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

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