The Bee Frequency: How Does Lawn Mowing Affect Bee Populations?
Lawns are a common sight in the United States. The scientists in this study found previous research showing that lawns mowed frequently or treated with chemicals had limited flowering plants for pollinators. The scientists hypothesized that mowing less and providing fewer chemical treatments to lawns could increase the diversity of flowering plants. In turn, more flowering plants would improve the abundance of bees on lawns. They tested their hypothesis with this study.
-
In this FACTivity, we’ll demonstrate the pollination process and will see how effectively pollinators can move pollen between flowers. Materials: Roll of paper towels Markers Plastic Bowls Construction Paper (optional)...FACTivity – The Bee Frequency
In this FACTivity, we’ll demonstrate the pollination process and will see how effectively pollinators can move pollen between flowers. Materials: Roll of paper towels Markers Plastic Bowls Construction Paper (optional)...
-
Print this lawn sign to let your neighbors know that you’re mowing less and supporting pollinator habitat. The QR code directs to the Northern Research Station’s website where you can...Spotlight – Bee Proud Lawn Sign
Print this lawn sign to let your neighbors know that you’re mowing less and supporting pollinator habitat. The QR code directs to the Northern Research Station’s website where you can... -
Use this sign to let your neighbors know – “We’re mowing less to improve pollinator habitat!” The QR code directs viewers to the Northern Research Station’s webpage where you can...Spotlight – Lazy Lawn Mower Alert Sign
Use this sign to let your neighbors know – “We’re mowing less to improve pollinator habitat!” The QR code directs viewers to the Northern Research Station’s webpage where you can... -
Even a small garden of native plants is enough to support a host of pollinator species. Learn more about how you can create your own pollinator garden.Spotlight – What Is a Pollinator Garden?
Even a small garden of native plants is enough to support a host of pollinator species. Learn more about how you can create your own pollinator garden.
Glossary
View All Glossary-
Susannah Lerman
My favorite experience is discovering exciting birds and insects in our backyards and neighborhood parks. I spend a lot of time exploring local habitats and talking with neighbors about the...View Profile -
Alexandra Contosta
One of my favorite science experiences happened during my first field ecology job. I was working for the USDA Forest Service in the White Mountains of New Hampshire and Maine....View Profile -
Joan Milam
My favorite experiences are catching uncommon bees throughout North America with fellow bee scientists (called “melittologists”) and identifying them in my lab. I especially enjoy catching bees that collect pollen...View Profile
Standards addressed in this Article:
-
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.
-
ETS1.B-M2
There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
-
LS2.A-M1
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
-
LS2.A-M3
Growth of organisms and population increases are limited by access to resources.
-
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.
-
LS2.C-M2
Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
-
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.
-
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.
-
People, Places, and Environments
-
Science, Technology, and Society
What Is a Natural Inquirer Monograph?
A Natural Inquirer monograph is a short publication that focuses on a single research study. Monographs are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students.
Monographs include:
- One article based on a published, peer-reviewed research paper; the article keeps the research paper format (see more below) but is written in language students can understand.
- A FACTivity, 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 monograph may have two FACTivities.
- A short “Welcome to the monograph” article about key background information and science concepts.
- A glossary of new terms from the article or the introductory materials.
- A list of related Natural Inquirer publications as well as outside references.
- Standards correlations, including Next Generation Science Standards, addressed in both the article and the FACTivity.
Monographs may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.
Reading Modes
Monographs 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 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?
-
Meet the Scientists
This section introduces the scientists (and others) who worked on the study. In their own words, they each share a memorable science experience, a favorite research project, or something they learned during the course of their education or research.
Use this section to:
- Introduce kids to the variety of people who work in science
- Introduce kids to the variety of scientific fields and give brief descriptions of science-related jobs
- Explore ways that people interact with science every day
Next Generation Science Standards (NGSS) applications:
- Science and Engineering Practices
- Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Many of the scientists and engineers featured in this section are also featured on our collector cards. Learn more about their work, how they got interested in their fields, and interesting projects they worked on. Cards can be printed as posters, too.
Thinking About Science
This section briefly describes a concept about science or scientific research. This overview can touch on topics like
- study type (longitudinal study, quantitative vs. qualitative data),
- behaviors of scientists (conducting literature reviews, collaborating with other specialists, replicating earlier studies),
- the practice of science (the scientific method, engineering design, data collection, randomization, controls and variables),
- or other aspects of science (bias, correlation vs. causation).
Use this section to:
- Reinforce steps in the scientific method and the process of science
- Encourage students to think about the practice of science and what it can and cannot tell us
- Consider the many types of scientific study and what information each type can provide
Next Generation Science Standards applications:
- Science and Engineering Practices
- Life Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
You can use key words to search for other or related scientific topics on our website (e.g. “longitudinal study,” “bias,” or “sampling”).
Thinking About the Environment
This section provides a brief overview of a topic or concept in environmental/life science. The topic or concept is directly related to the research study that follows. Examples of topics include the carbon cycle, the water cycle, habitat fragmentation, phenology, biodiversity, and ecosystem services.
Use this section to:
- Provide important background information to help students understand the research study
- Serve as a quick reference during reading or class instruction
- Connect the research article with other activities or media on the same topic
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
You can use key words to search for more resources on life or earth science topics on our website (e.g. “habitat,” “carbon,” or “genetics”).
Introduction
This section begins the scientific article format. Much like the published, peer-reviewed study this article is based on, the introduction provides background information for the study – what is currently known and what remains unknown. The introduction culminates in the question(s) the study hopes to answer.
The introduction is also the first section with a Reflection Section. This section includes two or three questions to help kids reflect on what they’ve just learned in the Introduction. If they are using the online distraction-free reading mode, they can answer these questions directly on the website.
Use this section to:
- Review important background information that kids need to understand the study
- Connect the study to the concepts addressed in the Thinking About Science and Thinking About the Environment sections
- Understand research questions and hypotheses, including generating their own hypotheses given what they already know
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Use one of the guided reading lesson plans to help kids follow the format of a scientific paper.
Methods
This section is the nuts and bolts of the study design – the who, what, when, where, why, and how of the research. Contained within the Methods section are usually maps of the study location or the set-up of study plots, as well as details about what data was collected and how.
The Methods section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Show students how experiments and studies are designed and carried out
- Explore sampling methods and randomization
- Introduce various data collection tools (e.g. camera traps, surveys, insect collection tools, weather stations, etc.)
- Explain bias and how studies are designed to remove bias
- Help students gain experience with map reading
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Many Methods and Findings sections contain Number Crunches, which are simple math exercises designed to help students interact with the data from the study.
Findings
This section summarizes the data collected during the study. The Findings section usually includes data tables or graphs and highlights the significant data points from the study. This section often mentions statistical analysis or the use of computer programs to model or analyze the data, though these methods are only discussed generally.
The Findings section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.
Use this section to:
- Have students practice reading and interpreting graphs and tables
- Compare results between variables and controls
- Explain the concept of statistical significance
- Discuss how no data or negative results still provide valuable information
Next Generation Science Standards applications:
- Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
- Most Crosscutting Concepts (depending on topic)
Note that specific standards for this particular monograph are linked on this educator guide tab.
Other resources:
Search the website for “map” or “graph” to find activities where students can practice making and reading maps and graphs.
Discussion
This section concludes each 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.
Additional Resources on the Website
On 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.
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
-
Identify and write the main idea of the section using one sentence. Fill out the provided graphic organizer. This lesson plan can be used with any Natural Inquirer article.Lesson Plan – Block Graphic Organizer
Identify and write the main idea of the section using one sentence. Fill out the provided graphic organizer. This lesson plan can be used with any Natural Inquirer article. -
In this lesson, students will increase their reading comprehension and summarization and explanation skills. Students will work in groups to share information about the Natural Inquirer article and assist with...Lesson Plan – Summary Statements
In this lesson, students will increase their reading comprehension and summarization and explanation skills. Students will work in groups to share information about the Natural Inquirer article and assist with... -
This lesson plan introduces students to the important components of a simple newspaper article and then has students write a newspaper article sharing information from a Natural Inquirer article. This...Lesson Plan – Newspaper Article
This lesson plan introduces students to the important components of a simple newspaper article and then has students write a newspaper article sharing information from a Natural Inquirer article. This...
Education Files
Project Learning Tree
If you are a trained Project Learning Tree educator, you may use “Charting Diversity” as an additional resource.
Related Resources from the Natural Inquirer
-
Ecosystem services are the benefits that nature provides through natural processes. For example, plants provide clean air, natural fire helps cycle nutrients, and bats act as insect control. Ecosystem services...Ecosystem Services – Vol. 12 No. 1
Ecosystem services are the benefits that nature provides through natural processes. For example, plants provide clean air, natural fire helps cycle nutrients, and bats act as insect control. Ecosystem services... -
Many different types of birds live in riparian forests. In this study, the scientists were interested in black-chinned hummingbirds that live in riparian forests. The scientists wanted to know if...That’s a Humdinger! Black-Chinned Hummingbird Nesting in Response to Forest Treatments
Many different types of birds live in riparian forests. In this study, the scientists were interested in black-chinned hummingbirds that live in riparian forests. The scientists wanted to know if... -
The scientists in this study were interested in learning about birds living in different sized kīpuka on the island of Hawai‘i. Kīpuka are like islands of forest surrounded by hardened...Treasure Islands: Hawaiian Kīpuka and the Future of Native Hawaiian Birds
The scientists in this study were interested in learning about birds living in different sized kīpuka on the island of Hawai‘i. Kīpuka are like islands of forest surrounded by hardened... -
People across the world are helping scientists collect data to answer important research questions. Learn how citizens are getting involved in science, from counting birds and lionfish to reporting earthquakes.Citizen Science – Vol. 19 No. 1
People across the world are helping scientists collect data to answer important research questions. Learn how citizens are getting involved in science, from counting birds and lionfish to reporting earthquakes.
Additional Resources
-
USDA Forest Service: Pollinators
Visit WebsiteLearn more about pollinators and pollinators research.
-
USDA Forest Service: Want to help bees? Take a break from lawn mowing
Visit WebsiteRead a Forest Service blog post about this research.
-
Pollinators Live
Visit WebsiteWhile pollinators may come in small sizes, they play a large and often undervalued role in the production of the food we eat, the health of flowering plants, and the future of wildlife. A decline in the numbers and health of pollinators over the last several years poses a significant threat to the integrity of biodiversity, to global food webs, and to human health, according to scientists. Pollinators LIVE brings the excitement of pollinators to you through webcasts, webinars and online education resources.
-
USDA Forest Service: "Gardening for Pollinators"
Visit WebsiteLearn more about gardening for pollinators.
-
USDA Forest Service: "Inside Agroforestry—Learn How You Can Use Agroforestry to Help Pollinators"
Visit WebsiteRead more about how you can use agroforestry to help pollinators.
-
USDA Forest Service: "Forest Service Is Aflutter with Native Plant and Pollinator Gardens"
Visit WebsiteLearn more about native plant and pollinator gardens.
-
The Xerces Society for Invertebrate Conservation
Visit WebsiteThe Xerces Society for Invertebrate Conservation is an international nonprofit organization that protects the natural world through the conservation of invertebrates and their habitats
-
Project Learning Tree: "Pollinators: Why They’re Important and How Schools Can Help"
Visit WebsiteLearn more about how schools can help pollinators.
-
National Environmental Education Foundation: "Create a Place for Pollinators"
Visit WebsiteRead about ways you can create spaces for pollinators.