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  • The GLAS Is Half Full: Satellites and Changing Tropical Forests
The cover of "The GLAS Is Half Full" featuring an illustration of a Landsat satellite.
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The GLAS Is Half Full: Satellites and Changing Tropical Forests

  • Article
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Wilderness
  • Biomass
  • Carbon Dioxide
  • Fossil Fuels
  • Landsat
  • Satellites
The cover of "The GLAS Is Half Full" featuring an illustration of a Landsat satellite.
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The scientists wanted to know if the information gathered by satellites was as good as the information they would get if they gathered it in person. The scientists in this study wanted to discover whether information gathered by satellites could be used to identify the age of tropical rain forests and to estimate the increase in the amount of biomass in growing rain forests. They also wanted to know if information gathered by satellites could be used to estimate the amount of biomass held by old rain forests.

The GLAS Is Half Full: Satellites and Changing Tropical Forests

Jump To

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

Meet the Scientists

Eileen Helmer

Ecology

I have two favorite science experiences. The first was collecting field data on horseback in Costa Rica after a hurricane caused landslides that blocked most of the roads. The second... Read Full Bio

Dar Roberts

My favorite science experience was climbing a 44-meter tall tower to access tree canopies. I had a $70,000 instrument strapped on me to measure how light changes from the ground... Read Full Bio

Thinking About Science

All life on Earth depends on sunlight to survive. Humans, however, also use light for convenience and to meet modern needs. In recent years, the use of light has increased. Light is used not just for human needs and comfort; it is also for science and technology. In the 1950s and 60s, light began to be used to improve electronic communications. Today, optical fibers are used for most landbased electronic communications.

 

Light is also used in satellite technology to communicate between Earth and space. In 2003, a satellite was launched carrying an instrument called the Geoscience Laser Altimeter System, or GLAS. GLAS sends 40 beams of light every second to Earth’s surface. GLAS provides continuous light beam observations of Earth. When each light beam reaches Earth, it is reflected back to the satellite. By tracking and recording the amount of time each beam of light takes to return to the satellite, GLAS can be used to calculate many properties of Earth’s surface.

 

In this research, the scientists used GLAS to estimate the increase over time in living material, such as branches and leaves, in young and growing tropical rain forests. If this kind of research is successful, scientists will have a more accurate way to understand the world’s rain forests.


Thinking About the Environment

When a large amount of carbon dioxide, or CO2, is emitted into the air, it gets trapped in the atmosphere and causes the surface of Earth to warm beyond its normal range. This is happening now, partly because of the large amount of fossil fuels being burned for energy.

 

Carbon, one of the elements that makes up CO2, is found in every living thing. As trees grow, for example, they absorb carbon from the atmosphere. Old forests also absorb and hold carbon. Because trees keep carbon on Earth, they help to reduce the rate of global warming.

 

Scientists need to know the location and age of forests to estimate how much carbon they absorb and hold. To do this, scientists must calculate how much living and once-living material, called biomass, is contained within a forest area. They also need to calculate how much the biomass of young forests is increasing as they grow. The amount of carbon absorbed and held by forests is related to the amount of biomass contained in the trees and other vegetation that make up the forests. If a forest has more trees, leaves, and other vegetation, it keeps more carbon on Earth.


Introduction

In the past, when scientists wanted to learn about a forest, they had to visit the forest in person. Although this first-hand knowledge of forests provides good information, it also limits the amount of information scientists can collect. It takes a lot of time and money to do research about forests in person, especially if the forests are located far away from home. In addition, the Earth is too large and forests too widespread for scientists to visit all of the forests.

 

Scientists are working to understand how forests across the world can help to address climate change. To do this, however, they need a more efficient way to study large areas of forest land. One way to do this is to use technology to help them do their research. They also need to know that the technology that they use will provide the same quality of information they would get if they studied each forest in person.

 

The scientists in this study wanted to discover whether information gathered by satellites could be used to identify the age of tropical rain forests and to estimate the increase in the amount of biomass in growing rain forests. They also wanted to know if information gathered by satellites could be used to estimate the amount of biomass held by old rain forests. The scientists wanted to know if the information gathered by satellites was as good as the information they would get if they gathered it in person.

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Methods

The scientists decided to study an area in the Amazon rain forest of Brazil (figure 1). They decided to use this area because it contained both young and old tropical rain forests. They also used this area because other scientists had already collected the same information by doing research in person within the forests.

 

A map highlighting where Brazil is in South America. A close up of Brazil
Figure 1. The scientists used data collected from forests in the State of Rondônia, Brazil, South America. Locate the State of Rondônia on the map using lines of latitude and longitude. Latitude and longitude are imaginary lines used to locate places on Earth. Lines of latitude are parallel to the Equator, and lines of longitude connect both of Earth’s poles. Rondônia is located 10 degrees South, 64 degrees West. Is Rondônia located in the eastern or western part of Brazil?

 

First, the scientists located forests in the Rondônia area. Then, for each forest they located, they estimated the forest’s age. They did this to identify which forests were young and which were old. Young forests are those growing on land that had previously been cleared and had been either replanted in trees or allowed to grow back naturally. Any forest under 50 years old was considered a young forest.

 

The scientists used images from Landsat satellites to locate and estimate the age of each forest (figure 2). Landsat satellites contain technology that takes photographs of Earth as the satellite orbits the planet (figure 3). The scientists used Landsat images of the Rondônia area taken between 1975 and 2003. They used photographs of the same forest areas taken over the 28-year period.

 

A landsat satellite

Figure 2. A Landsat satellite. Image courtesy of NASA.

A landsat image of South America

Figure 3. A Landsat image of South America. Locate Brazil in this image. Now find Rondônia. (See figure 1 if you need help.)

The scientists used an algorithm to estimate each forest’s age, which was based on the images taken over the 28 years. The algorithm’s instructions were entered into a computer program. The computer program, following the algorithm’s instructions, identified the changing color of the forests over time. As a forest ages, it changes from lighter to darker green. As a result, the computer program was able to use Landsat images, taken over a period of years, to estimate each forest’s age.

 

Then, the scientists estimated the increase in the amount of biomass in each of these growing forests. To make these estimates, the scientists needed to know something about the height of the forest’s trees (figure 4). They used another satellite to get this information.

 

A picture of a forest with circles showing a tall old tree and a short young tree
Figure 4. The height of trees. Younger trees are usually shorter than older trees. Which tree has more biomass?

 

The scientists used data from a special satellite called the Ice, Cloud, and Land Elevation Satellite, or ICESat (figure 5). This satellite carries special equipment called the Geoscience Laser Altimeter System, or GLAS (figure 6).

 

ICESat logo

Figure 5. ICESat logo. Image courtesy of the National Aeronautics and Space Administration.

Two scientist placing things on the ICESat

Figure 6. GLAS equipment was placed on the ICESat. Image courtesy of the National Aeronautics and Space Administration.

As ICESat orbits Earth, GLAS sends 40 light beams every second to an area of Earth’s surface. These light beams reflect off of Earth’s surface and back to the satellite (figure 7).

 

A graphic showing ICESats graphic above Earth
Figure 7. As ICESat orbits Earth, GLAS sends beams of light to Earth’s surface. ICESat travels at 16,000 miles per hour and 370 miles above Earth.

 

GLAS’s computer calculates how long it takes each beam of light to return to the satellite. Based on this information, scientists are able to identify the height of forest trees (figure 8).

 

A graphic showing a LiDar above trees
Figure 8. Scientists can calculate the height of trees based on the time it takes a light beam to travel from the ICESat satellite to Earth and back to the satellite. Scientists can do this because they know how fast light travels. The speed of light is 186,282 miles per second.

 

Remember that the scientists had already calculated the approximate age of each forest studied. Using another computer program and now knowing the forests’ age and height, the scientists then estimated how much the biomass was increasing in young forests as they grew over time. They also estimated how much biomass was contained in old forests. The scientists then compared this information with the same information that had been collected by scientists working in person within the Rondônian forests.

 

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Findings

For estimates of the forests’ age, the scientists found that the algorithm’s evaluation of Landsat photographs was 88 percent accurate. The algorithm had difficulty distinguishing some forms of agriculture and recently cleared forest land from young forests. Although there were some errors, the 88-percent accuracy rate was considered acceptable.

 

The satellite and computer estimates of the increasing amount of biomass in young forests was similar to the estimates made by scientists working within the forests. For some areas of the old forests, the satellite and computer estimates of the amount of biomass were smaller than what scientists had measured within the forests themselves. The scientists who did this study believe, however, that this difference can be explained by where the actual forest measurements were taken. When scientists were measuring biomass in person, they measured forests far from human disturbances that received more rainfall. This meant that the trees they measured were larger than trees closer to human disturbances, and therefore had more biomass.

 

The scientists then compared their estimates of biomass over the entire Rondônia area, including young and old forests, with estimates made by those studying the forests in person. They found that computer estimates made from the satellite data were similar to the overall estimates made within the forests of Rondônia.

 

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Discussion

The scientists doing this research studied tropical rain forests in the relatively flat areas of Western Brazil. They discovered that data gathered by satellites led to the same information as that gathered by scientists working within those same forests. They concluded that satellites can be used to study tropical rain forests in relatively flat areas. They do not know, however, if the method that they used to interpret the satellite images can be used to accurately collect the same type of information from drier, less forested, or more mountainous areas.

 

Tropical rain forests provide some of the most diverse habitats for plants and animals worldwide. They also contain a lot of biomass, which means that they keep a lot of carbon on Earth. It is important to understand as much as possible about Earth’s rain forests. With the help of satellites and computer technology, scientists can study rain forests all around the world.

 

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What You Can Do:

For every plastic and paper bag created, some CO2 was emitted into the atmosphere. One easy way you can help to reduce the amount of CO2 going into the atmosphere is to carry reusable cloth bags with you when you go to a store. If you do not have a reusable bag with you and you only need to buy a few items, you don’t have to use a bag at all! Another easy way to reduce energy use, and, therefore, carbon emissions is to take the stairs instead of the elevator. What is one other thing you can easily do to reduce the amount of energy you use?

“The GLAS is Half Full” was taken from a well-known question: “Is the glass half empty or half full?” It is thought that people who see the positive side of things will say that a half-filled glass is half full. People who see the negative side of things will say that a half-filled glass is half empty. In reality, you cannot label a person as positive or negative from his or her answer to just one question.


Adapted from Helmer, E.H.; Lefsky, M.A.; and Roberts, D.A. 2009. Biomass accumulation rates of Amazonian secondary forest and biomass of old-growth forests from Landsat time series and the Geoscience Laser Altimeter System. Journal of Applied Remote Sensing. Vol. 3, 033505. http://www.tropicalforestry. net/Members/ehelmer/2009-mapping-amazonian-forest-type-age-and-secondary-forest-biomass-accumlation-rates-from-landsat-time-series-and-glas/.

Front cover of National Inquirer Climate Change edition with images of scientists, a wolverine, and a field

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  • PDF Preview of the GLAS is Half Full FACTivity
    The question you will answer in this FACTivity is: How can a series of Landsat images help scientists estimate a forest’s age over time?

    FACTivity – The GLAS Is Half Full

    • Activity
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Wilderness
    • Chart
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    • Landsat
    The question you will answer in this FACTivity is: How can a series of Landsat images help scientists estimate a forest’s age over time?
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    • Download FACTivity (PDF)
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    The GLAS Is Half Full: Satellites and Changing Tropical Forests

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Glossary

View All Glossary
  • algorithm

    (al gə ri thəm): A procedure for solving a mathematical problem (like finding the greatest common divisor) in a finite number of steps that frequently involves repetition of an operation.

  • biomass

    (bī ō mas): The amount of living matter (in a unit area or volume of habitat).

  • data

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

  • efficient

    (i fi shǝnt): Capable of producing desired results with little or no waste (as of time or materials).

  • emit

    (ē mit): To throw or give off or out; to send out.

  • fossil fuel

    (fä sǝl fyü(ǝ)l): A fuel (such as coal, oil, or natural gas) formed in the Earth from plant or animal remains.

  • habitat

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

  • interpret

    (in tər prət): (1) To explain the meaning of; (2) to understand according to one’s own belief or judgment.

  • optical

    (äp ti kǝl): Of or relating to vision; of, relating to, or using light.

  • Dr. Dar Roberts holding a yellow snake

    Dar Roberts

    My favorite science experience was climbing a 44-meter tall tower to access tree canopies. I had a $70,000 instrument strapped on me to measure how light changes from the ground...
    View Profile
  • Dr. Eileen Helmer looking at a tree with two colleagues

    Eileen Helmer

    Ecology

    I have two favorite science experiences. The first was collecting field data on horseback in Costa Rica after a hurricane caused landslides that blocked most of the roads. The second...
    View Profile

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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.A-M2
    The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
  • 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.
  • ETS1.B-M1
    A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
  • ETS1.B-M2
    There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
  • ETS1.B-M4
    Models of all kinds are important for testing solutions.
  • ETS1.C-M1
    Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.
  • ETS1.C-M2
    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.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.
  • LS1.C-M2
    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.
  • 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-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.
  • PS3.D-M1
    The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
  • PS3.D-M2
    Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
  • PS4.B-M1
    When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.
  • PS4.B-M2
    The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.
  • PS4.B-M3
    A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
  • Cite specific textual evidence to support analysis of science and technical texts.
  • By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
  • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
  • Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
  • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
  • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
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What Is a Natural Inquirer Journal?

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

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    • Provide important background information to help students understand the research study
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    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
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    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 of THIEVES Chart Lesson Plan
    Give each student or group a copy of the THIEVES chart reproduced at the end of the lesson plan PDF. You may either write the questions on the board, or...

    Lesson Plan – THIEVES Chart Guided Reading

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Graphic Organizer
    • Guided reading
    • Reading for Information
    Give each student or group a copy of the THIEVES chart reproduced at the end of the lesson plan PDF. You may either write the questions on the board, or...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Natural Inquirer - Vol. 14 No. 1

  • Write A Scientist Lesson Plan PDF preview.
    In this lesson plan, students will read a Natural Inquirer article and write a letter to the scientist, asking for clarification on at least four questions. Note: This lesson plan...

    Lesson Plan – Write A Scientist

    • Lesson Plan
    • High School
    • Middle School
    • Upper Elementary
    • 2-3 Classroom Periods
    In this lesson plan, students will read a Natural Inquirer article and write a letter to the scientist, asking for clarification on at least four questions. Note: This lesson plan...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
  • PDF preview of the Questions Only lesson plan
    The goal of this lesson plan is to help students identify key concepts and develop their own interpretations of what they read. It includes 42 open-ended questions for them to...

    Lesson Plan – Questions Only

    • 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
    • Class Discussion
    • Interpretation
    • Questions
    The goal of this lesson plan is to help students identify key concepts and develop their own interpretations of what they read. It includes 42 open-ended questions for them to...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Bioenergy - Vol. 9 No. 1

Education Files

Project Learning Tree

If you are a PLT-trained educator, you may use “Our Changing World” as an additional resource.

Jump To

  • Additional Resources

Additional Resources

  • Video Clip of Deforestation in Rondônia, Brazil

    A brief YouTube video from Google Earth showing the deforestation.

    Watch Video
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  • Natural Inquirer - Homepage
  • Find Outdoors
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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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