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SPLAT! Protecting Pine Trees in the Western United States from Beetle Attack

  • Article
  • Middle School
  • 1 Classroom Period
  • Carbon
  • Insects
  • Wilderness
  • Biodiversity
  • Carbon Cycle
  • Carbon Storage
  • Ecosystem
  • Lodgepole Pine
  • Longitudinal Research
  • Mountain Pine Beetle
  • Pesticide
  • Pheromones
  • Time Warp Series
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Mountain pine beetles are a natural part of the environment in forests of the Western United States. However, because of changes to the environment, mountain pine beetles have caused more damage to forests by killing pine trees. Scientists featured in "SPLAT!" are using a new chemical treatment to control the beetles.

SPLAT! Protecting Pine Trees in the Western United States from Beetle Attack

Jump To

  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • Methods
  • Findings
  • Discussion

Meet the Scientists

Christopher Fettig

Entomologist

My favorite science experience is interacting with young people in the field. Their passion and enthusiasm is contagious, and their questions often result in novel research that might not have... Read Full Bio

Steven Munson

Forest Health Protection Group Leader

Forest insects have been a passion of mine for more than 40 years. Did you know that insects and plants communicate using chemical signals? We call these semiochemicals. Insects receive... Read Full Bio

Agenor Mafra-Neto

Chemical Ecologist

I was constantly exposed to farm life and the great outdoors when I was young. My early experiences led me to love and appreciate nature, animal behavior, and the complex... Read Full Bio

What Kinds of Scientists Did This Research?

Chemical Ecologist: This scientist studies chemicals in the interactions of living organisms.

Entomologist: This scientist studies insects.

Forest Health Protection Group Leader: This scientist develops tools and leads others to develop tools that forest managers use to promote forest health.


Thinking About Science

Have you ever heard the term, “research and development”? You may know that research is a systematic process scientists use to solve problems, answer questions, and discover new knowledge. Development happens when the new knowledge is used to create new technology. The new technology could involve a process, product, or both.

The research and development process is often cyclical. Scientists do research and develop new technologies based on new knowledge. The new technology is further tested in an additional laboratory or field research project. The testing provides information to scientists about the success of the new technology. The testing might also suggest a need for more research and development.

The scientists in this study wanted to test a new technology. The new technology may protect pine trees from a beetle that damages or kills the trees (see below for more information). In this study, Forest Service scientists worked with a scientist from a company to develop the technology. By working together, the scientists could determine whether the new technology could protect pine trees.

An illustration showing a mountain pine beetle on top of a pencil eraser.

Bark beetles use trees for food and as a place to lay their eggs. When present in large numbers, bark beetles can damage or even kill a tree.

Pine trees have a defense against bark beetle attacks. Pine trees will ooze sap out of the holes made by the beetles, in an attempt to push the beetles out.

Beetles can overcome this defense by using pheromones to attract thousands of other beetles to a single tree. Thousands of beetles become too many for the tree to defend itself.

When thousands of beetles attack a tree, however, all the beetles are competing for food from the same tree. At some point, therefore, the beetles change the chemical signal from an attractant to a repellent. The repellent tells the flying adults to find another tree to attack.

SPLAT Verb was developed as a bark beetle repellent. This article will explain how foresters and scientists use SPLAT Verb to protect important trees from mountain pine beetle attacks.


Thinking About the Environment

A map of North America showing the mountain pine beetle's range in the western U.S. and Canada.
Figure 1. The mountain pine beetle can be found from Canada to Mexico. FIND Outdoors map by Carey Burda

Mountain pine beetles are found across western North America (figure 1). Mountain pine beetles lay eggs in the boles, or trunks, of pine trees that grow in the mountainous West (figure 2). Mountain pine beetles live most of their lives under the bark of pine trees. New adult beetles emerge from a pine tree and seek a new pine tree in which to mate and lay eggs. When a beetle finds a pine tree, scientists say that the beetle has attacked the tree.

An illustration showing the life cycle of the mountain pine beetle: eggs laid in the phloem of a tree, growing to larvae and then pupae, emerging from the tree as a young adult, and laying eggs in the tree as an adult.

Figure 2. The mountain pine beetle’s life cycle depends upon pine trees for food and shelter. Adult beetles enter the tree through holes, often resulting in pitch tubes.

FIND Outdoors illustration by Stephanie Pfeiffer.

To complete their reproductive cycle, mountain pine beetles tunnel beneath the bark. This tunneling disrupts the flow of nutrients moving from the needles to the roots. The beetles also carry a fungus to the tree. This fungus helps to stop the movement of water from the tree’s roots to its needles. When the flow of nutrients and water is fully disrupted, the tree will die.

Under normal circumstances, mountain pine beetles are a natural part of western forests. Recent changes in climate and forest conditions, however, have increased mountain pine beetle attacks. When more pine beetles attack the trees, more trees are killed. When many pine trees are killed, other problems can occur. For example, water quality and wildlife habitat are reduced, and biodiversity and carbon storage are affected.

In recent years, mountain pine beetles have killed so many pine trees that the western mountain forest ecosystem is changing. Western forests, with so many dead pine trees, are now in danger from large uncontrolled wildfires. Animals that depend upon larger pine trees have less habitat. The scientists in this study, therefore, were interested in testing a new method to protect pine trees from mountain pine beetle attacks.

What Is Carbon Storage?

All living things contain carbon. Carbon is one of Earth’s 118 elements. About 18 percent of your body weight, for example, is carbon. Trees contain a lot of carbon. Imagine taking all of the water out of a tree and then weighing the tree. About half of the tree’s weight would be carbon.

Oceans, soils, and vegetation store carbon. This storage helps to keep the carbon cycle in balance. When a tree dies and decomposes or is burned in a forest fire, the carbon that was in the living tree is released to the atmosphere.

An illustration showing how carbon cycles through the environment.

Introduction

Mountain pine beetles are killing many pine trees in the Western United States (figure 3). When many pine trees die, the forest ecosystem changes and the chance for wildfires increases. Scientists and forest managers, therefore, want to protect as many pine trees as possible. Scientists use pheromones as one way to protect pine trees.

A dense forest; half the trees are brown.

Figure 3. Mountain pine beetles have killed large numbers of pine trees in the Western United States. In this photograph, the brown trees are the pine trees that have been killed by mountain pine beetles.

Courtesy photo by Babs McDonald.

Pheromones are chemicals released by plant and animal species to communicate with members of their own species. Mountain pine beetles have an interesting way of using pheromones to help them successfully reproduce in pine trees (see Thinking About Science above).

Scientists can create artificial pheromones in the laboratory. Mountain pine beetles cannot distinguish these laboratory-produced chemicals from the pheromones produced by other beetles. Some of these chemicals repel beetles from an area. A repellent chemical, therefore, can be used to repel beetles from attacking pine trees.

One of these repellent chemicals is called verbenone. Verbenone is produced when pines decay, as the beetles eat, and in the beetle tunnels. To successfully protect a tree, verbenone must stay effective while adult beetles emerge from pine trees to find new trees.

In lodgepole pine (Pinus contorta) forests, where much of the damage has occurred, the beetles fly to and attack new trees. Beetles attack most often in July and August. They may also attack in June and September.

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The scientists in this study were interested in testing a new way to use verbenone to protect pine trees. A company called ISCA Technologies, Incorporated, worked with the Forest Service to develop a new technology. This technology was Specialized Pheromone and Lure Application Technology, or SPLAT. The scientists included verbenone in the mixture and called this technology SPLAT Verb. The pheromones in SPLAT Verb are mixed into a waxy substance so they can be applied to pine tree boles.

The scientists wanted to answer the following questions: (1) How well does SPLAT Verb protect individual lodgepole pine trees, and areas of pine trees, from mountain pine beetle attack? and (2) How long does the protection last?

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Methods

The scientists wanted to test how well SPLAT Verb protected individual lodgepole pine trees and an area around them from mountain pine beetles. Lodgepole pine is a two-needled pine found throughout much of Western North America (figure 4). The study was conducted on the Bridger-Teton National Forest in 2012 and 2013 (figures 5 and 6).

 

An illustration of a lodgepole pine with a detail showing the needles and cones.

Figure 4. A lodgepole pine has needles that are about 5.08 centimeters (or 2 inches) long.

FIND Outdoors illustration by Stephanie Pfeiffer.

A map showing the location of the Bridger-Teton National Forest in western Wyoming.

Figure 5. The Bridger-Teton National Forest is in western Wyoming.

FIND Outdoors map by Carey Burda.

A view of a green valley with some trees on edges and a mountain in the far distance.

Figure 6. The Bridger-Teton National Forest covers over 3.4 million acres and is a large part of the Greater Yellowstone Ecosystem.

USDA Forest Service photo.

First, the scientists found an area with mountain pine beetle damage. In this area, the beetles had killed about 12 percent of the lodgepole pine over the previous 2 years (figure 7).

 

A dead lodgepole pine. All the needles are brown.

Figure 7. This lodgepole pine was killed by a mountain pine beetle attack.

USDA Forest Service photo by Chris Fettig.

The scientists randomly selected 60 live trees to study. The trees were separated from each other by at least 100 meters. On June 19, 2012, the scientists stapled a substance on the north side of the trunk of each of the 60 trees in the study. This substance was a bait containing pheromones, which was intended to attract mountain pine beetles to each tree.

Half of the trees were given SPLAT Verb. Trees treated with SPLAT Verb were called the experimental treatment. The other trees were called the control. In the control treatment, the scientists identified and observed the trees but did nothing to them, besides stapling the bait to the trees.

On the same day they applied the bait, each tree in the experimental treatment was treated with 70 grams of SPLAT Verb. To make SPLAT Verb, the verbenone was mixed with a waxy substance. The wax enabled the verbenone to stay on the tree’s trunk. This special way to apply verbenone was the technology called Specialized Pheromone and Lure Application Technology-Verbenone, or SPLAT Verb.

The SPLAT Verb was applied to each tree in four 17.5-gram dollops. Each dollop was put on the tree trunk using a caulking gun (figure 8). A dollop was put on the tree 2.5 meters above the ground in each of the four directions – north, south, east, and west.

Hands in blue latex gloves hold a caulking gun and apply a dark waxy substance in large blobs to a tree trunk.

Figure 8. Scientists applied dollops of SPLAT Verb using a caulking gun.

USDA Forest Service photo by Chris Fettig.

What Is a Control in an Experiment?

Experimental treatments are situations or conditions that are arranged and organized by scientists. These situations or conditions are what the scientists want to understand.

When scientists set up experimental treatments, they must have a separate condition to which they compare their experimental treatments. This condition is called a control. In a control, scientists leave the subject or thing being observed in a natural state.

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On October 9 and 10, 2012, each of the trees in the study was observed for signs of mountain pine beetle attack. Additionally, all trees within an 11-meter radius of each treated and control tree were observed for mountain pine beetle attacks (figure 9).

An illustration showing a stand of lodgepole pines. The study tree is marked in the middle in black and an 11-meter radius circle is marked around the tree.

Figure 9. Each experimental tree and all trees within an 11-meter radius were observed for mountain pine beetle attack. The scientists also observed the trees in the control treatment.

FIND Outdoors illustration by Stephanie Pfeiffer.

Using their observations, the scientists placed each tree’s condition into one of four categories, according to the amount of mountain pine beetle damage they observed (figure 10). The categories were:

  1. no attack,
  2. an unsuccessful attack,
  3. a strip attack (an attack of part of a tree’s trunk, but one that does not extend around the tree’s circumference; a strip attack will usually not kill a tree), or
  4. a mass attack (occurs when bark beetles attack all the way around the tree trunk; a mass attack is so large that it overcomes all of the tree’s defenses and almost always kills a tree).

 

A person kneels on the ground next to a tree trunk and points out the tan spots where mountain pine beetles have attacked the trunk.

Figure 10. White or tan spots on the trunk of a tree are pitch tubes that may be visible on a tree during an attack by mountain pine beetles.

Forest Health Management International photo by William M. Ciesla, bugwood.org.

The scientists waited until June 21 and 22, 2013, to observe the trees again. A tree was judged to be alive if no “crown fade” was visible and judged to be dead if “crown fade” was visible. Crown fade is a discoloration of the tree’s needles from green to yellow to red.

Next, the scientists needed to answer their second question. This question was, “How long does the protection provided by SPLAT Verb last?” To answer this question, the scientists placed dollops of SPLAT Verb on trees in a forest in Riverside, California. On days 1, 10, and 30, scientists randomly removed five dollops for laboratory analysis. They determined the amount of verbenone left in the SPLAT Verb dollops through chemical analysis.

 

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Findings

Every lodgepole pine tree in the control group was attacked by mountain pine beetles and more than 93 percent died. All the lodgepole pine trees treated with SPLAT Verb were protected from mountain pine beetles (figure 11).

 

A graph showing the average percentage of lodgepole pines killed in the SPLAT Verb group and the control group.

Figure 11. The application of SPLAT Verb was effective in protecting individual lodgepole pine trees from mountain pine beetle attack.

FIND Outdoors illustration by Stephanie Pfeiffer.

Recall that the scientists also observed trees within an 11-meter radius of the individual trees. The scientists found that SPLAT Verb protected trees beyond the individual tree that received the chemical treatment (figure 12).

 

A graph showing the average percentage of lodgepole pine killed within an 11-meter radius of treated and control trees.

Figure 12. Most of the trees within an 11-meter radius of a study tree were protected against mountain pine beetle attack.

FIND Outdoors illustration by Stephanie Pfeiffer.

The scientists also tested how much of the verbenone in SPLAT Verb was released over 30 days. To be effective, the SPLAT Verb had to release verbenone long enough to repel beetles over the weeks adult beetles were flying and searching for trees to attack.

The average release of verbenone during days 10 through 30 was 14.7 milligrams per day. If this average release rate continued past the 30 days, the amount of verbenone in a dollop would last an additional 75 days before it would be gone.

 

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Discussion

The scientists tested a technology aimed at reducing the damage done to lodgepole pines by mountain pine beetles. To protect individual lodgepole pine trees from mountain pine beetle attacks, the scientists made a recommendation. The scientists recommended applying four dollops, each containing 17.5 grams of SPLAT Verb, to the tree at the beginning of the beetles’ flight period.

The scientists also recommended doing additional research. First, they recommended testing the use of less SPLAT Verb. They also recommended two more studies: one on how SPLAT Verb can protect larger areas of lodgepole pine trees from mountain pine beetles, and another on whether SPLAT Verb can protect other pine tree species from mountain pine beetles.

 

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This article is a part of our “Time Warp” series. Every article in this series explores a research topic that has been under scientific investigation for a long time. Read more about pine beetle research completed in 1962 in the spotlight for this article.

Read Spotlight

Adapted from Fettig, C.J., Munson, A.S., Reinke, M., and Mafra-Neto, A. 2015. A novel semiochemical tool for protecting Pinus contorta from mortality attributed to Dendroctonus ponderosae (Coleoptera: Curculionidae). Journal of Economic Entomology. 108:173-182.

Front cover of National Inquirer showing a close up photo of a pine tree bough

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Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ESS3.C-M1
    Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
  • 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.
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    There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
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    Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
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    The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
  • LS1.A-M3
    In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.
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    Animals engage in characteristic behaviors that increase the odds of reproduction.
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    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.
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    Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
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    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
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    Growth of organisms and population increases are limited by access to resources.
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    Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
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    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.
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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.
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.
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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.
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  • Hard copies can be ordered from the website and shipped, all free of charge.
  • PDF versions of the printed monograph can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version.
  • The “Read Distraction Free” option allows the monograph article to open in its own window, without the rest of the website being visible. “Read Distraction Free” is available on the article version of the monograph, which can be opened 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 monograph 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 monograph 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 article
  • A glossary of all boldfaced terms from the article
  • A “Scientists and Collaborators” page that lists the people involved in the study; 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 monograph articles are reviewed by scientists who conducted the original research study to verify scientific accuracy. Monographs are also reviewed by student editorial review boards of middle or high school students before publication. Additionally, all monographs 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 monograph 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 monograph article then serves as adapted primary literature, bridging the two articles.

Lessons

  • PDF Preview of Lesson Plan
    In this lesson plan, you will use the visual thinking strategy to elicit prior knowledge before reading a Natural Inquirer or Investi-gator article. This can be used with any Natural...

    Lesson Plan – Visual Thinking Strategy

    • Lesson Plan
    • High School
    • Middle School
    • 2-3 Classroom Periods
    • Picture Description Strategy
    • Visual Thinking Strategy
    In this lesson plan, you will use the visual thinking strategy to elicit prior knowledge before reading a Natural Inquirer or Investi-gator article. This can be used with any Natural...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    SPLAT! Protecting Pine Trees in the Western United States from Beetle Attack

  • PDF Preview of Lesson Plan for the Time Warp series
    This lesson plan encourages students to think about a particular research topic across time, including past, present, and future. Students will compare and contrast the historical research with a more...

    Lesson Plan – Time Warp Monograph Series

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Compare and Contrast
    • Graphic Organizer
    • Longitudinal Research
    • Time Warp Series
    This lesson plan encourages students to think about a particular research topic across time, including past, present, and future. Students will compare and contrast the historical research with a more...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    SPLAT! Protecting Pine Trees in the Western United States from Beetle Attack

  • Questions Only Lesson Plan PDF preview
    Use Bloom’s Taxonomy and an adaptation of the “questions only” reading strategy to help students read and understand a Natural Inquirer article. Note: This lesson plan can be used with...

    Lesson Plan – Questions Only

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • Critical thinking
    • Guided reading
    • Reading strategy
    Use Bloom’s Taxonomy and an adaptation of the “questions only” reading strategy to help students read and understand a Natural Inquirer article. Note: This lesson plan can be used with...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

Education Files

Project Learning Tree

If you are a trained Project Learning Tree educator, you may use “Trees as Habitats,” “Dynamic Duos,” “Who Works in this Forest?” and “There Ought to Be a Law” as additional resources.

Glossary

View All Glossary
  • accumulate

    (ə kyü m(y)e lāt): To gather or pile up little by little; to increase in quantity, number, or amount.

  • attractant

    (ə trak tənt): A substance (such as a pheromone) that attracts specific animals (such as insects or individuals of the opposite sex).

  • biodiversity

    (bī ō dǝ vǝr sǝ tē ): Biological variety in an environment as indicated by numbers of different species of plants and animals.

  • circumference

    (sə(r) kəm(p) fərn(t)s): (1) A line that goes around or encloses a circle; (2) the outer boundary of a figure or area; (3) the distance around something.

  • cyclical

    (si kli kǝl): Characterized by a series of events or actions that repeat themselves regularly and in the same order.

  • decompose

    (dē kǝm pōz): To rot or decay.

  • disrupt

    (dis rəpt): To interrupt the normal progress or activity of something.

  • distinguish

    (di stiŋ (g)wish): (1) To recognize one thing from others by some mark or quality; (2) to know or point out the difference.

  • extinguish

    (ik stiŋ gwish): (1) To cause to stop burning; (2) to bring to an end.

  • hazardous

    (ha zər dəs): Involving or exposing one to risk; dangerous; risky.

  • hypothetical

    (hī pə the ti kəl): (1) Imagined as an example for further thought; (2) assumed.

  • longitudinal

    (län jə tüd nəl): Involving the repeated observation of a set of subjects over time with respect to one or more study variables.

  • manipulate

    (mə ni pyə lāt): (1) To treat or operate with or as if with the hands or by mechanical means especially with skill; (2) to manage especially with intent to deceive.

  • novel

    (nä vəl): New and not resembling anything used or known before.

  • nutrient

    (nü trē ǝnt): A substance or ingredient that promotes growth, provides energy, and maintains life.

  • prescribed fire

    (pri skrībd fī ǝr): The controlled use of fire under specific weather conditions to restore health to an ecosystem that depends on fire; also known as a prescribed burn or controlled burn.

  • randomly

    (ran dǝm lē): So that each possibility has a definite and especially an equal probability of occurring.

  • repellent

    (ri pe lənt): (noun) A substance that drives something (such as insects) away.

  • systematic

    (si stə ma tik): Using a careful system or method; methodical in procedure or plan.

  • Christopher Fettig working in a hard hat in the field

    Christopher Fettig

    Entomologist

    My favorite science experience is interacting with young people in the field. Their passion and enthusiasm is contagious, and their questions often result in novel research that might not have...
    View Profile
  • Steven Munson working on a tree

    Steven Munson

    Forest Health Protection Group Leader

    Forest insects have been a passion of mine for more than 40 years. Did you know that insects and plants communicate using chemical signals? We call these semiochemicals. Insects receive...
    View Profile
  • Agenor Mafra-Neto holds a beetle in each hand.

    Agenor Mafra-Neto

    Chemical Ecologist

    I was constantly exposed to farm life and the great outdoors when I was young. My early experiences led me to love and appreciate nature, animal behavior, and the complex...
    View Profile

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • Front cover of "Beetles Are Supercool!" monograph featuring a color illustration of mountain pine beetle larvae inside a tree.
    Mountain pine beetles are important to the Western United States. They have a very special life cycle, that includes staying “supercool,” or dormant, for most of their life. The scientists...

    Beetles Are Supercool! Climate Change Monograph Series – Vol. 1 No. 2

    • Monograph
    • Middle School
    • Active Forest Management
    • Insects
    • Climate
    • Insect Damage
    • Life cycle
    • Mountain Pine Beetle
    • Phenology
    • Timber
    • Wildfire
    Mountain pine beetles are important to the Western United States. They have a very special life cycle, that includes staying “supercool,” or dormant, for most of their life. The scientists...
    • Explore Monograph
    • Download Monograph (PDF)
    • Explore Monograph
    • Download Monograph (PDF)
  • Drawing of a pine shoot beetle.
    The pine shoot beetle is an invasive species in the Great Lakes region of the United States. The pine shoot beetle was brought to the United States from Europe, Asia, and northern Africa. The...

    Shoot! Foiled Again! Using Chemicals to Discourage the Pine Shoot Beetle

    • Article
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Insects
    • Ecosystem
    • Habitat
    • Invasive Species
    • Native Species
    • Pine Shoot Beetle
    The pine shoot beetle is an invasive species in the Great Lakes region of the United States. The pine shoot beetle was brought to the United States from Europe, Asia, and northern Africa. The...
    • Explore Article
    • Download Article (PDF)
    • Explore Article
    • Download Article (PDF)

    Part Of

    Invasive Species - Vol. 8 No. 1


Additional Resources

  • USDA Forest Service: "Forest Service scientists help Netflix explore Our Living World"

    A rusty brown bark beetle, the length of a grain of rice, lands on a ponderosa pine. Tiny insect legs make a clicking sound as the beetle scales the tree. Twitching its antennae, the miniature assassin readies itself to bore into the pine, often the tree’s death knell.

    This scene is from episode 3 of Netflix documentary “Our Living World,” which explores how climate change is upending the natural world as we’ve come to know it. USDA Forest Service scientists Chris Fettig, Danny Cluck and Leif Mortenson served among the film’s scientific consultants, sharing their knowledge and research on bark beetles and, in the case of Cluck and Mortenson, taking the camera crew into the forest for filming.

    Read Article
  • USDA Forest Service: Mountain Pine Beetle Epidemic

    The mountain pine beetle, as well as other insects and disease, are at epidemic levels throughout the western United States. Learn more about the epidemic.

    View Resource
  • National Park Service: Mountain Pine Beetle

    Learn more about the Mountain Pine Beetle from the National Park Service.

    Visit Website
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  • Natural Inquirer - Homepage
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  • 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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