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  • My Sediments Exactly! – Can Mangrove Forest Sediments Keep up With Rising Sea Level?
The cover for the 'My Sediments Exactly' article. The main image is a photo of a mangrove forest.
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My Sediments Exactly! – Can Mangrove Forest Sediments Keep up With Rising Sea Level?

  • Article
  • High School
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Carbon
  • Water
  • Carbon
  • Carbon Cycle
  • Deforestation
  • Ecosystem
  • Mangrove Forest
  • Radioactive Decay
  • Sea Level
  • Sediment
  • Sedimentation
The cover for the 'My Sediments Exactly' article. The main image is a photo of a mangrove forest.
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The scientists in this study wanted to identify which mangrove forests, growing in various conditions, were keeping up with sea level rise.

My Sediments Exactly! – Can Mangrove Forest Sediments Keep up With Rising Sea Level?

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • Methods
  • What Is a Core Sample?
  • Bee Challenged!
  • Findings
  • Discussion

Meet the Scientists

Richard MacKenzie

Aquatic Ecologist

When I was little, I used to come home from the creek behind our house covered in mud. I still do. I love that I get to study fish, insects,... Read Full Bio

Joko Purbopuspito

Research Scientist

My favorite science experience is doing something unusual and at the border of things. In the following three paragraphs, see if you can identify the borders at which I have... Read Full Bio

What Kinds of Scientists Did This Research?

Ecologist: This scientist studies the relationship of living things with their living and nonliving environment.

Forest, Soil, and Climate Scientist: This scientist studies many different aspects of the environment, including trees and forests, soils, and climate change and the effects of climate on Earth.


Thinking About Science

Scientists often make comparisons as a part of their research. Many research questions ask about the similarities and differences between things. For example, the scientists in this research wanted to compare mangrove forests growing in different countries and conditions.

You are probably familiar with experimentation in science. In experimentation, one variable is exposed to a treatment in one situation. The same variable is not exposed to the treatment in another situation, called the control. Scientists then compare the experimental case with the control.

In nonexperimental research, scientists observe and measure one or more variables in natural settings that differ in one or more ways.
In this research, for example, the scientists compared the same variables in mangrove forests located close to the ocean and away from the ocean, among other conditions.

Pretend that you want to compare the taste of different pizzas. In one comparison, you order pizza with the same list of toppings from two different restaurants. In another comparison, you make two similar pizzas at home, but you add pineapples to one of the pizzas. Otherwise, your homemade pizzas are the same. Which of these two comparisons is experimental? Which is more like the comparisons made in this research? Why?


Thinking About the Environment

For a moment, think about a time when you may have yelled loudly at your friend. Maybe you were angry because your friend did not invite you to play a game with them. Despite your feelings, yelling was probably not the best thing to do.

On the other hand, let us say your friend was just about to step in front of an oncoming bicycle. You yelled to warn your friend of danger. In this situation, yelling was the best thing to do.

A photo of a mangrove, with the focus on the above-ground roots.
Figure 1. Mangrove forests grow close to the water’s edge. Notice the water under the roots in the foreground. USDA Forest Service photo by Rich MacKenzie.

In this research, the scientists studied something that was helpful for an ecosystem. In other ecosystems, this same thing can do harm. The scientists studied the accumulation of sediment in mangrove forests that grow along ocean coastlines (figure 1).

Sediment consists of organic particles and minerals, such as sand and the remains of plants and animals. It contains solid materials that have been worn down by water and wind. When sediment moves into water bodies, it can be carried to a new location and deposited.

In some ecosystems, such as streams, rivers, or even coral reefs, too much sediment can cause cloudy water and may contain pollutants. In mangrove forests, however, healthy amounts of sediment are necessary to sustain the mangrove ecosystem.

Mangroves are flooded by ocean tides 1-2 times a day depending on where they are located. As the water floods the mangroves, the roots and trunks slow the water down and any sediment that is suspended in the water settles out.

Sediment helps mangrove forests in many ways. Over the past century, sediment has helped mangrove forests to adjust to rising sea levels. When the sea level rises, the surface of the ocean gets higher. As sediment is deposited in mangrove forests, the forest floor also rises in height (figure 2). The mangrove forest can then maintain the height of its forest floor relative to the water height of the ocean.

A cut-away view illustration showing a mangrove forest. The sea level and forest floor are marked. Then the tide comes in and sediment settles from the water onto the forest floor, raising the level of the land.

Figure 2. Sediment added to the forest floor (called “vertical accretion”) helps mangrove forests adjust to rising sea level.

FIND Outdoors illustration by Liz Sisk.


Introduction

A map of the world, showing coastal areas populated by mangroves in black.
Figure 3. Mangrove forests are found in the tropical zone worldwide. The tropical zone is an area north and south of the Equator. FIND Outdoors map by Carey Burda.

Mangrove forests are found in tropical coastal areas worldwide (figure 3). Mangrove trees live in the intertidal zone. The intertidal zone is the area between low tide and high tide on or near the coast (figure 4).

Figure 4. The intertidal zone is the zone between low tide and high tide.

FIND Outdoors illustration by Megan Reeves.

Mangrove forests provide many ecosystem services. Mangrove forests reduce the impact of powerful waves generated by storms, such as typhoons and hurricanes. These storms can impact human and natural coastal communities.

Mangrove forests provide places for fish, turtles, crabs, birds, amphibians, and many other animals to breed, raise their young, and live. Even Bengal tigers live in mangrove forests; one of the last preserves of the endangered species is in the Sundarbans. The Sundarbans is the largest continuous mangrove ecosystem in the world and stretches through parts of India and Bangladesh.

Mangrove forests improve water quality by filtering water and removing pollutants. Mangroves also remove massive amounts of carbon dioxide from the atmosphere and store it their trunks, branches, and roots, helping to protect against climate change (figures 5 and 6). Mangroves store more carbon than any other forested ecosystem on Earth!

A dense mangrove forest
Figure 5A. Prop roots.
Sharp, spiky-looking roots of a mangrove that rise out of the water
Figure 5B. Pneumatophore roots.
The spreading roots of a mangrove.
Figure 5C. Spreading roots.
Knee roots of a mangrove - short, stubby roots with rounded caps on top
Figure 5D. Knee roots.
Ribbon or buttress roots on a mangrove - the roots are flat and rise perpendicular to the ground, like paper stood on its edge.
Figure 5E. Ribbon, or buttress, roots.

Figure 5. Mangrove forests have a variety of complex root systems. These roots anchor the trees in flooded locations, provide habitat for many different organisms, filter pollutants out of the water, and store massive amounts of carbon.

USDA Forest Service photos by Rich MacKenzie.

An illustration showing a cross-section of ground and the root system of a mangrove.

Figure 6. Mangrove forests have extensive underground root systems. This illustration shows how some of the different root types pictured above look underneath the ground.

FIND Outdoors illustration by Megan Reeves.

Rising sea level is one of the biggest threats to healthy mangrove ecosystems. Some research has suggested that mangroves can keep up with rising sea level through the accumulation of sediment on the mangrove forest floor and belowground root growth (see figure 2 in Thinking About the Environment above). When mangroves keep up with rising sea levels, the height of their forest floor rises at the same rate as the sea level. When sediments and roots accumulate and add height to the forest floor, it is called vertical accretion (ǝ krē shǝn).

However, as the rate of sea level rise continues to increase over time, scientists wonder if vertical accretion in mangrove forests can keep up with rising sea level. The scientists in this study wanted to compare the accumulation of sediment on the forest floor, vertical accretion, and the amount of belowground carbon accumulation in different mangrove forests (figure 7).

An illustration that shows how carbon accumulates in a mangrove ecosystem. Leaves fall from the trees and settle on the forest floor (sedimentation). The tide also carries sediment into the mangrove where it accumulates as well. Carbon is stored in the fallen leaves and in the sediment that washes into the mangrove.

Figure 7. Carbon accumulates in sediments on the forest floor that wash in on the tides and in the mangrove forest soil from fallen plant matter and other sources.

FIND Outdoors illustration by Liz Sisk.

Human activities, such as harvesting too many trees, and natural processes such as hurricanes, can result in deforestation of mangroves. When trees are removed, large amounts of the carbon that are stored within them may be released back to the atmosphere (figure 8). Increasing levels of carbon in the atmosphere is changing our climate. Therefore, protecting ecosystems that store carbon, such as mangrove forests, is important.

An illustration showing how carbon cycles through the environment.

Figure 8. Depending on how the trees are used after they are harvested, they may release carbon into the atmosphere.

FIND Outdoors illustration by Stephanie Pfeiffer Rossow

Mangrove forests with several different mangrove tree species have more diverse root structures than mangrove forests with only one species. More diverse root structures may contain more carbon and may trap and hold more sediment than less diverse root structures.

Mangroves impacted by bridges, roads, and other human structures may trap and hold less sediment than mangroves that are not impacted. These human-built structures may restrict the flow of water and sediment from rivers or the ocean into mangrove forests.

The rate of vertical accretion may also be impacted by the amount of sediment carried into a mangrove forest by tides or by inland rivers. Therefore, the proximity of a mangrove forest to the ocean may affect the amount of sediment that is deposited on the mangrove forest floor, vertical accretion, and the accumulation of underground carbon
(figure 9).

A mangrove forest at the water's edge

Figure 9A. This mangrove forest is located by the ocean.

USDA Forest Service photo by Rich MacKenzie.

A mangrove forest. Through the trees, you can see the blue open water.

Figure 9B. This mangrove forest is located within the tidal zone, but it is not by the ocean.

Courtesy photo by Babs McDonald.

When mangrove forests are cut down, aboveground and belowground root growth stops. As trees are removed, the carbon is also removed. In addition, water and soil temperatures increase due to more sunlight. Warmer water and soil cause faster decomposition of roots, and the forest floor starts to collapse.

To stop or reverse carbon loss in tropical coastal ecosystems, new mangrove forests must grow. Mangrove forests may grow back naturally on their own over time, or people can purposely plant new mangrove forests. The scientists were interested in the differences between these two kinds of regrown mangroves.

The scientists in this study wanted to identify which mangrove forests were keeping up with sea level rise. To identify these mangroves, the scientists compared mangrove forests growing under the different conditions: mangroves with one species of tree versus many, mangroves impacted by human-built structures and those without, mangroves growing at different distances from the ocean, and mangroves that have regrown naturally or have been replanted.

 

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Methods

The scientists studied mangrove forests on Babeldaob (bä bǝl daub) Island in the Republic of Palau (pǝ laů) and in Vietnam (figure 10). The scientists established six mangrove study sites in Palau and two in Vietnam (figure 11).

A map showing many of the Pacific islands. Vietnam is highlighted in green, and the Republic of Palau is highlighted in yellow.

Figure 10. Babeldaob Island is marked in the yellow area that represents the Republic of Palau. Vietnam is marked in green.

FIND Outdoors map by Carey Burda.

The map on the left shows Babeldaob Island in Palau. The map on the right shows Vietnam. The study sites are marked with stars along the coast of each region.

Figure 11. Mangrove study site locations on Babeldaob Island in Palau and in southern Vietnam are marked with dark gray stars on the maps.

FIND Outdoors maps by Megan Reeves.

The scientists studied mangrove forests with different conditions and characteristics (table 1). Unlike the mangrove forests in Palau, the mangrove forests in Vietnam had been harmed between 1961 and 1971 by a chemical used to eliminate forest cover. Much of Vietnam’s southern mangrove forests were destroyed or severely damaged by this chemical use. Therefore, the scientists studied mangrove forests in Vietnam that were either purposely regrown or grew back naturally.

Table 1. Scientists compared mangroves with different conditions.
Mangrove conditionPalauVietnam
One dominant mangrove tree speciesxx
Several tree speciesx
Human-built structures (a paved highway) nearbyx
No human-built structures nearbyx
Near the oceanxx
Not near the oceanxx
Naturally regrownx
Purposely plantedx

Within each of the study site locations, the scientists established study plots to measure mangrove forest variables, including the density of the trees, the types of tree species, and the amount of wood in the forest (table 2 and figure 12).

Based on the data collected in each study plot, the scientists estimated these values for the whole mangrove forest. The scientists also collected sample cores of the mangrove forest soil from these study plots. After each core was pulled, the scientists cut the core into sections that were either 2 or 4 centimeters long. These sections were labeled and taken to the laboratory for analysis.

Table 2. This table shows the total number of study plots in both Palau and Vietnam and their distance from the ocean.
CountryDistance from the ocean (close to the ocean)Distance from the ocean (away from the ocean)Total number of mangrove sites studied
Palau15 meters375 meters11
Vietnam15 meters150 meters8
An illustration showing the study plots' locations in proximity to a body of water (ocean or river) in both Palau and Vietnam.

Figure 12. Nineteen study plots were established in the study site locations. Mangrove tree variables (see table 1) were documented in each of these 19 study plots.

FIND Outdoors illustration by Megan Reeves.

Number Crunch

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What Is a Core Sample?

A core sampling tool digs into the soil to take a sample.
FIND Outdoors photo by Jessica Nickelsen.

When scientists want to learn about the soil, they may use a core instrument to gather a sample. This instrument may be a soil probe, a core sampler, or an auger. The resulting core sample is half of a cylinder.

 

 

 

 

 

 

A person takes a core sample from the mud in a mangrove forest.

USDA Forest Service photo.

A person holds a cup that contains a core sample. The coring tool lies on the ground in front of her.

USDA Forest Service photo by Rich MacKenzie.

A person uses a palette knife to cut a core sample into sections.

USDA Forest Service photo by Rich MacKenzie.

These scientists are collecting soil samples in mangrove forests. Look carefully at the picture on the right; you can see the scientists measuring and cutting the soil sample into sections.


The scientists calculated sedimentation rate per year, vertical accretion rate per year, and how much carbon had accumulated in the soil every year (table 3). They calculated this information from the core samples of sediment. Sedimentation rate is calculated from the amount of sediment deposited each year. The vertical accretion rate is calculated from the height of the forest floor each year. These two values (sedimentation rate and vertical accretion rate) are related but are not necessarily the same. Carbon accumulation is the additional amount of carbon stored in the soil over a year’s time.

Table 3. This table shows what data was collected by the scientists. Carbon was measured in grams. One gram is equal to 1/1000 of a kilogram, and 28.35 grams equals 1 ounce.
What was calculated from the sediment coresUnit of measurement
Sedimentation rates per yearMilligrams per square centimeter of soil
Vertical accretion rates per yearCentimeters of soil
Carbon accumulation per year Grams per square meter (m2) of soil
An illustration of a tennis ball.

Did You Know?

A tennis ball weighs about 2 ounces or about 58 grams.

FIND Outdoors illustration by Liz Sisk.

The scientists then used computer programs to compare the sediment sample core values with the different mangrove tree variables. Recall that these mangrove forest variables included an estimate of the density of the trees, the types of tree species, and the amount of wood in the mangrove forest.

The scientists also compared these values with the different conditions existing in mangrove forests of Palau and Vietnam (see table 1 above).

The scientists then compared the vertical accretion rates with the amount of measured sea level rise in Palau and Vietnam. The amount of sea level rise is measured by tide gauge instruments.

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Bee Challenged!

How Do Scientists Determine the Age of Sediment?

Scientists calculate the age of sediment by analyzing the chemical elements present in the sediment. As you know, change is inevitable in the natural world. Chemicals are made up of atoms. When an atom’s nucleus is unstable, it might lose a proton or neutron. This is called radioactive decay. When a proton is lost, the element becomes a different element. The new element is called a radionuclide (rā dē ō nü klīd). These radionuclides are naturally occurring and may also decay into another element.

An illustration of uranium's decay chain.
The decay chain of uranium-238. Can you find 210^Pb in the decay chain? FIND Outdoors illustration by Liz Sisk.

In this study, the scientists calculated sediment accumulation per year. To calculate the age of the sediment, the scientists analyzed the radionuclide called lead 210, or 210^Pb. These 210^Pb radionuclides were once uranium. Although scientists cannot say exactly when an individual atom will decay, in general they know how long a chemical element’s atom will exist before it decays. This amount of time is called the element’s half-life. The half-life 210^Pb is 22.3 years.

 

Lead 210 falls from the atmosphere into the ocean or other water body, where it settles into the sediments below. Scientists can measure the radioactivity of 210^Pb. Scientists use this information about 210^Pb radioactivity to calculate the age of sediments found at different depths.

Findings

Sedimentation and vertical accretion rates were almost five times higher in mangrove forests of Vietnam than in Palau. Carbon accumulation rates in the soil were greater in mangroves located in Vietnam than in Palau, but the difference was not significant. In scientific research, the word “significant” has a special meaning. A significant finding is one that is not likely due to an error in measurement or to chance. In this research, the measured difference in carbon accumulation between mangroves in Palau and Vietnam may have occurred by chance or by a measurement error.

More diverse mangrove forests and forests with more trees experienced greater rates of sedimentation and vertical accretion (table 4).

Table 4. This table summarizes the scientists' findings on vertical accretion, sediment accumulation, and carbon accumulation under different mangrove forest conditions.
Vertical accretion: PalauVertical accretion: VietnamSediment accumulation: PalauSediment accumulation: VietnamCarbon accumulation in soil: PalauCarbon accumulation in soil: Vietnam
Human-built structuresSlightly lower with structuresNo differenceNo difference
Proximity to ocean2X higher near oceanNo difference2X higher near oceanNo differenceNo differenceNo difference
Planted or naturally restoredNo differenceHigher in naturally restoredHigher in naturally restored

Using instruments that measure the altitude, or height, of the ocean surface, an Australian government organization tracks sea level in Palau. This organization reported that the sea level in Palau rose 9 millimeters (mm) per year from 1993 to 2010. Compare this to a tide gauge in Palau. This gauge measured a 1.5 millimeters per year rise from 1969 to 2000. In Vietnam, coastal tide gauges measured a sea level rise of 3.1 millimeters per year.

The scientists converted vertical accretion rates to millimeters per year for Palau and Vietnam. They then compared the reported sea level rise per year with the calculated vertical accretion per year. The scientists found that both mangrove forests in Vietnam are keeping up with sea level rise. If the sea level is rising 9 millimeters per year in Palau, only 1 of the 11 mangroves in Palau is keeping up with sea level rise. If the sea level is rising 1.5 millimeters per year in Palau, all 11 mangroves are keeping up with sea level rise.

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Discussion

Depending on which measure of sea level rise is used for Palau, mangroves in Palau and Vietnam appear to be keeping up with sea level rise. As the rate of sea level rise is expected to increase, however, it is unknown if mangrove forests will continue to keep up in the future.

One of the most important differences between mangrove forests in Vietnam and Palau is the diversity of tree species. Vietnamese mangrove forests were more diverse with 35 tree species as compared to Palau’s 18 tree species. The scientists found that more diverse mangrove forests experienced greater rates of sedimentation and vertical accretion rates. This finding is important to consider as governments have been recently replacing once diverse mangrove forests with mangrove forests of a single tree species.

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Adapted from MacKenzie, R.A.; Foulk, P.B.; Klump, J.V.; Weckerly, K.; Purbospito, J.; Murdiyarso, D.; Donato, D.C.; Nam, V.N. 2016. Sedimentation and belowground carbon accumulation rates in mangrove forests that differ in diversity and land use: a tale of two mangroves. Wetlands Ecology and Management. 24(2): 245–261.

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  • PDF preview of the 'My Sediments Exactly' FACTivity.
    The question you will answer in this FACTivity is: How do mangrove forests compare with salt marshes? Materials: A blank piece of paper Provided poem (Optional: access to library or...

    FACTivity – My Sediments Exactly

    • Activity
    • Middle School
    • 1 Classroom Period
    • Water
    • Wilderness
    • Class Discussion
    • Mangrove
    • Marshes
    • Writing Activity
    The question you will answer in this FACTivity is: How do mangrove forests compare with salt marshes? Materials: A blank piece of paper Provided poem (Optional: access to library or...
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Glossary

View All Glossary
  • accretion

    (ə krē shən): The increase of land by the action of natural forces.

  • decomposition

    (dē käm pə zi shən): The act or process of breaking up, such as by decaying or rotting.

  • deforestation

    (dē for ə stā shən): The action or process of clearing of forests; also, the state of having been cleared of forests.

  • density

    (den(t) sə tē): (1) The quantity per unit of volume, unit of area, or unit of length; (2) the average number of individuals or units per unit of space.

  • ecosystem service

    (ē kō si stǝm sǝr vǝs): Any of the various benefits provided by plants, animals, and the communities they form.

  • organic

    (ȯr ga nik): Of, relating to, or obtained from living things.

  • proximity

    (prak si mǝ tē): The quality or state of being physically close.

  • sample

    (sam pəl): A small subset group, representative of the entire group.

  • sedimentation

    (se də mən tā shən): The action or process of forming or depositing material carried by water, wind, or glaciers.

  • sustain

    (sǝ stān): (1) To give support or relief to; (2) to keep up.

  • variable

    (ver ē ə bəl): (1) A factor, trait, or condition that can be changed or controlled; (2) a quantity that may assume any one of a set of values.

  • Joko Purbopuspito working in a mangrove forest with collegues

    Joko Purbopuspito

    Research Scientist

    My favorite science experience is doing something unusual and at the border of things. In the following three paragraphs, see if you can identify the borders at which I have...
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  • Photo of Richard Mackenzie underwater, wearing goggles and snorkel.

    Richard MacKenzie

    Aquatic Ecologist

    When I was little, I used to come home from the creek behind our house covered in mud. I still do. I love that I get to study fish, insects,...
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Jump To

  • Education Standards
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Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • 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.
  • ESS2.C-M3
    Global movements of water and its changes in form are propelled by sunlight and gravity.
  • 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.
  • ESS2.D-M1
    Weather and climate are influenced by interactions involving Sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
  • ESS2.E-H1
    The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.
  • ESS3.C-H1
    The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
  • ESS3.C-H2
    Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.
  • 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.
  • ESS3.D-H1
    Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
  • ESS3.D-H2
    Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
  • ESS3.D-M1
    Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities.
  • LS1.C-H1
    The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
  • LS1.C-M1
    Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
  • LS2.A-M1
    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
  • LS2.B-H3
    Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geologic, and biological processes.
  • LS2.B-M1
    Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
  • LS2.C-H1
    A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
  • LS2.C-H2
    Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
  • 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-H2
    Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.
  • 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.
  • PS1.A-H1
    Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
  • PS1.A-H2
    The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
  • PS1.A-M1
    Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.
  • PS1.C-H2
    Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials.
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.
  • Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
  • By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
  • Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
  • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
  • Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
  • Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
  • Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
  • Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
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
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is a Natural Inquirer Journal?

Three Natural Inquirer journal covers with NI bee

 

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

Journals include:

  • Four to eight articles based on published, peer-reviewed research papers; the articles keep the research paper format (see more below) but are written in language students can understand.
  • A FACTivity for each article, which is an activity to complete after reading the article. The FACTivity helps reinforce major science concepts from the article. These activities are designed to be easy to implement, with few material requirements and options for adapting them for your audience or available resources. Some articles in a journal may have two FACTivities.
  • A short “Welcome to the journal” article about key background information and science concepts that unify the articles included in the journal
  • A glossary of new terms for each article and the introductory materials.
  • A list of related Natural Inquirer publications for each article as well as outside references.
  • Standards correlations, including Next Generation Science Standards, addressed in the articles and the FACTivities.

Journals may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.

 

A screenshot of the article resource tile for "A Flame Changer" showing the three different format option buttons.

Reading Modes

Journals are available in three different formats:

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

What's in a Natural Inquirer Article?

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

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

    Use this section to:

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

    Next Generation Science Standards (NGSS) applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

Additional Resources on the Website

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

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

Article Selection and Review

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

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

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

Lessons

  • PDF Preview for Wolly Bully Lesson plan
    This is a 3-day lesson plan that can be used with any Natural Inquirer article to guide students through a close-reading and analysis of the article.

    Lesson Plan – Summarizer, Clarifier, Questioner, Predictor

    • 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
    • Analysis
    • Clarifier
    • Class Discussion
    • Guided reading
    • Predictor
    • Reading for Information
    This is a 3-day lesson plan that can be used with any Natural Inquirer article to guide students through a close-reading and analysis of the article.
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Woolly Bully - Vol. 1 No. 3

  • PDF Preview of Lesson Plan - Scientific Abstracts
    This lesson plan introduces students to scientific abstracts. Students will analyze existing abstracts and then write their own. The lesson plan includes graphic organizers and a word search. (This lesson...

    Lesson Plan – Scientific Abstracts

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • Graphic Organizer
    • Reading Comprehension
    • Science Writing
    This lesson plan introduces students to scientific abstracts. Students will analyze existing abstracts and then write their own. The lesson plan includes graphic organizers and a word search. (This lesson...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Student Scientist - Vol. 10 No. 1

  • PDF preview of the first page of Forest Poems Lesson Plan
    The purpose of this lesson plan is to give students a chance to reflect on their reading and create poems to express what they have learned. The lesson plan is...

    Lesson Plan – Forest Poems

    • Lesson Plan
    • Middle School
    • Upper Elementary
    • 1 Classroom Period
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Creative Writing
    • Haiku
    • Nature
    • Reflection
    The purpose of this lesson plan is to give students a chance to reflect on their reading and create poems to express what they have learned. The lesson plan is...
    • 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

Project Learning Tree

If you are a Project Learning Tree educator, you may use “Watch on Wetlands” or “Soil Stories” as an additional resource.

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • PDF cover preview of Mangrove Mania article featuring a photo of a mangrove forest at the shoreline. Half of the photo is taken below water and half is above.
    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 provide protection for the villages,...

    Mangrove Mania: How Elevation Change and Sea-Level Rise Affect Mangrove Forests

    • Article
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Water
    • Elevation
    • Mangrove
    • Sea Level
    • Sedimentation
    • Soil Deposition
    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 provide protection for the villages,...
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free

    Part Of

    Hawaii Pacific Islands - Vol. 1 No. 16

  • The cover of the Sediment-al Journey article. The main image is a photo of people enjoying water sports in Baltimore Harbor.
    Chemicals from auto emissions, industrial processes, and urban development are found in most urban areas. Two of the chemicals found most abundantly in urban areas are calcium and lead. The...

    Sediment-al Journey: Measuring Metal Concentrations in Soil Beside Urban Waterways

    • Article
    • Middle School
    • 1 Classroom Period
    • Pollution
    • Water
    • Baltimore
    • Calcium
    • Lead
    • Long Term Ecological Research Network
    • Riparian Areas
    • Sedimentation
    • Soil Erosion
    • Streamflow
    • Urban
    • Watershed
    Chemicals from auto emissions, industrial processes, and urban development are found in most urban areas. Two of the chemicals found most abundantly in urban areas are calcium and lead. The...
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free

    Part Of

    Freshwater - Vol. 18 No. 1

  • The cover for the 'Welcome to McMangrove's' article. The main image is a photo of a mangrove forest.
    Scientists investigated how typhoons impacted the importance of microorganisms in sesarmid crab diets. The scientists also wanted to discover whether the mangrove leaves were a more important food source than...

    Welcome to McMangrove’s – Determining the Importance of Mangrove Leaves in a Tree Crab’s Diet

    • Article
    • High School
    • Middle School
    • 1 Classroom Period
    • Carbon
    • Wildlife
    • Carbon Cycle
    • Crabs
    • Ecosystem
    • Food Chain
    • Isotopes
    • Mangrove
    • Sesarmid Crabs
    Scientists investigated how typhoons impacted the importance of microorganisms in sesarmid crab diets. The scientists also wanted to discover whether the mangrove leaves were a more important food source than...
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free

    Part Of

    Pacific Islands - Vol. 1 No. 21

  • Cover of the Beam Me Down, Scotty article featuring an illustration of a satellite orbiting Earth
    In this study, the scientists wanted to test a method of calculating the amount of carbon stored by plants across a large area of land. They chose the island of...

    Beam Me Down, Scotty: The Use of Airborne and Satellite Technology to Measure Carbon in Hawaiian Forests

    • Article
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Carbon
    • Carbon Storage
    • Climate
    • Diameter at Breast Height (DBH)
    • Inventory
    • Landsat
    • LiDAR
    • Mapping
    • Soil
    • Tropical Forest
    In this study, the scientists wanted to test a method of calculating the amount of carbon stored by plants across a large area of land. They chose the island of...
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free

    Part Of

    Hawaii Pacific Islands - Vol. 1 No. 16

  • PDF preview of Everything But the Carbon Sink article cover.
    The scientists in this study were interested in environmental changes occuring in the Southern United States. The scientists were interested in changes occuring over a long time. In particular, the...

    Everything but the Carbon Sink: Carbon Storage in the Southern United States

    • Article
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Carbon
    • Agriculture
    • Carbon Cycle
    • Carbon Dioxide
    • Carbon Sink
    • Fossil Fuels
    • Human Impacts
    • Land Use
    • Net Carbon Exchange
    • Nitrogen
    The scientists in this study were interested in environmental changes occuring in the Southern United States. The scientists were interested in changes occuring over a long time. In particular, the...
    • Explore Article
    • Download Article (PDF)
    • Explore Article
    • Download Article (PDF)

    Part Of

    Natural IQ - Vol. 1 No. 1


Additional Resources

  • "Mighty Mangroves: Forest Service Researchers Help Conserve Coastal Guardians in Micronesia"

    Read more about Rich MacKenzie’s research on mangroves.

    Read Article
  • National Geographic: Sediment

    Learn more about sediment.

    Visit Website
  • National Oceanic and Atmospheric Administration: Is sea level rising?

    Read some quick facts about sea level rise.

    Visit Website
  • National Oceanic and Atmospheric Administration: What is a mangrove forest?

    Learn more about mangrove forest from NOAA.

    Visit Website
  • National Environmental Education Foundation: Marshes, Estuaries, and Mangroves, Oh My!

    Learn more about these different types of ecosystems from NEEF.

    Visit Website
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  • Natural Inquirer - Homepage
  • Find Outdoors
  • USDA
  • USDA Forest Service logo.

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

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