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  • The Plot Thickens – How Native Trees Responded to the Removal of an Unwanted Tree Species in Forest Study Plots
The Plot Thickens - How Native Trees Responded to the Removal of an Unwanted Tree Species in Forest Study Plots. The background is an image of a Tamaligi Forest.
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The Plot Thickens – How Native Trees Responded to the Removal of an Unwanted Tree Species in Forest Study Plots

  • Article
  • High School
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  • Active Forest Management
  • Biomass
  • Forest Restoration
  • Invasive Species
  • Native Species
  • Nitrogen
  • Nonnative Species
  • Soil
  • Tamaligi Tree
The Plot Thickens - How Native Trees Responded to the Removal of an Unwanted Tree Species in Forest Study Plots. The background is an image of a Tamaligi Forest.
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The scientists in this study were interested in two questions: (1) How are tamaligi trees impacting the native forests in the National Park of American Samoa? and (2) How are native forests responding to the removal of tamaligi trees?

The Plot Thickens – How Native Trees Responded to the Removal of an Unwanted Tree Species in Forest Study Plots

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  • Meet the Scientists
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • Methods
  • What Is Diameter at Breast Height?
  • Findings
  • Discussion

Meet the Scientists

R. Flint Hughes

Ecologist

My favorite science experience was working with local villagers in the rain forests of southern Mexico. I was working to understand how deforestation and land use were changing those forests... Read Full Bio

Amanda Uowolo

Forest Ecologist

My favorite science experience occurred while collecting data on species diversity, density, and size in a forest in the Republic of Palau. We had our noses to the ground looking... Read Full Bio

What Kind of Scientist Did This Research?

Ecologist: A scientist who studies the relationship between living things and the environment.

Thinking About Science

Scientists usually begin their careers studying a topic that captures their interest. As a scientist continues to study the topic, she or he becomes an expert in that topic. This study, for example, is Dr. Hughes’ seventh research project about an invasive tree species growing in Hawai’i and the Pacific Islands. After years of researching a range of questions about this tree species, Dr. Hughes is known as an expert in this tree species.

Dr. Jane Goodall studied chimpanzees for 60 years and became the world’s foremost expert on chimpanzees. Another scientist who is known as an expert is Dr. Anthony Fauci. Dr. Fauci has been studying infectious diseases since 1968. Not every scientific expert is well known, however, and scientists can become experts at any age. As a scientist digs deeper into their chosen topic, they continue to learn more details about that topic. In what topic would you like to become an expert?


Thinking About the Environment

Across the United States, Federal agencies manage lands and waters on behalf of American citizens. In many areas, invasive species have spread onto Federal lands and into Federal waters, causing problems for native ecosystems. An invasive species is any plant, animal, or organism that is not native to the ecosystem it is in and is likely to cause harm to the environment, the economy, or human health.

Invasive species are so harmful to native ecosystems that every Federal land-managing agency has a policy to identify and remove as many invasive species as possible. These agencies also work to restore native ecosystems following invasive species removal.

In this research, the scientists tested the effect of a method that was used to eliminate an invasive, nonnative tree. This tree had invaded the National Park of American Samoa. American Samoa is a group of islands within the Micronesia/Polynesia hotspot. (Learn more about this hotspot in the “About” tab for this article.) American Samoa is a territory of the United States, and its citizens speak both Samoan and English (figure 1).

A beach at night under a starry sky

Figure 1. American Samoa consists of five main islands: Tutuila, Ta’u, Ofu, Olosega, and Aunu’u. Their total land area is a little larger than that of Washington, DC. American Samoa is one of two U.S. Territories south of the equator. It is the southernmost territory in the United States. This is a photo of Ofu Island at night.

National Park Service photo.


Introduction

A map of Pacific islands. American Samoa is highlighted in the southeastern region of the map.
Figure 2. American Samoa is located in the Pacific Ocean south of Hawai’i. FIND Outdoors map by Carey Burda; inset by Leslie Shaw Design.

 

The National Park of American Samoa is spread across the islands of American Samoa (figure 2). The largest area of national park is on the island of Tutuila (figure 3). Since 2001, forest managers have been working to eliminate a nonnative, invasive tree species from Tutuila. The tree species was introduced to a nearby island in the early 1800s and spread to Tutuila Island in the early 1900s.

 

A green, mountainous island. The harbor has several buildings along the shoreline.
Figure 3. Pago Pago Harbor on Tutuila Island. National Park Service photo.

Did You Know?

Tree species may be classified by their relationship to the ecosystem in which they are found.

  • Native tree species are naturally found in an ecosystem.
  • Nonnative tree species are found in an ecosystem in which they do not naturally grow.
  • Invasive tree species are not native to the ecosystem in which they are found and are likely to cause harm to the environment, the economy, or human health.
  • Endemic (en de mik) tree species are native species found only in a certain region.

You can place any tree species in an ecosystem into one of these categories.

A stand of trees growing by a stream
Figure 4. Tamaligi trees invade the native forest. National Park Service photo by Tony Pernas.

Eliminating this invasive tree species from the national park is a priority for park managers. The National Park of American Samoa is located within the Pacific Ocean’s Polynesia/Micronesia biodiversity hotspot. This invasive tree grows quickly and dominates the park’s native ecosystem.

The invasive tree species is Falcataria moluccana (fǝl kǝ te rē ǝ mǝ lǝ kä nǝ) (figure 4). This tree species is known as tamaligi (tǝ mä lǝ jē) in Samoa. Tamaligi is a fast-growing, invasive tree that discourages the growth of native trees and plants and encourages the growth of other invasive plants.

Tamaligi trees are nitrogen fixers. A nitrogen fixing plant or tree forms a mutually beneficial relationship with a bacterium that lives inside the roots of the plant. The bacteria absorb nitrogen from the air and convert it into a form that can be used by the plant for nutrition. In exchange, the plant supplies, or “feeds,” the bacteria with carbon for energy. This kind of relationship is known as a symbiotic relationship. This symbiotic relationship supports the tamaligi tree’s rapid growth and encourages the growth of other invasive plants. Whenever the trees shed their leaves, or when the tree dies and the wood and roots begin to decay, the nitrogen in the tree goes into the soil. There, the nitrogen becomes available to other trees and plants.

Nitrogen is an important element used by plants for photosynthesis. Because tamaligi is a nitrogen fixer, it enriches degraded forest soils. This soil enrichment supports tamaligi growth in all forest soils.

Tamaligi trees had invaded the national park ecosystem. This invasion limited the growth of endemic species and threatened the biodiversity of the national park. Although other invasive tree species are found in the national park, they do not dominate the forests like the fast-growing tamaligi trees.

The scientists in this study were interested in two questions: (1) How are tamaligi trees impacting the native forests in the national park? and (2) How are native forests responding to the removal of tamaligi trees?

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Methods

Recall that the scientists wanted to understand how the tamaligi trees’ presence and their removal affected the native forests of American Samoa. Forest managers had begun to kill tamaligi trees in 2001 (figure 5). The managers killed tamaligi trees in specific areas during 2001, 2003, 2006, and 2007. This killing of tamaligi trees over a period of years provided a unique opportunity for the scientists to study their questions.

A man peels the bark from a section of a tree.

Figure 5. The invasive tamaligi trees were killed using a technique called girdling. Teams of two to six people would begin by cutting into the bark at the base of the tree. Then, they peeled the bark off the tree in strips 1 to 3 meters long around the entire tree. Girdling kills the tree because the phloem layer, just under the bark, is destroyed. Phloem carries food that is produced during photosynthesis from the leaves to the roots of the tree. Without this food, the roots die. USDA Forest Service photo by Amanda Uowolo.

National Park of American Samoa staff had kept careful records and maps of when and where tamaligi trees were killed. The scientists, therefore, could compare native forests with forests recovering from tamaligi invasion over time. To do this, they established five forest study sites on the northwest side of Tutuila Island. Most of the study sites were within the boundary of the national park (figure 6).

A map showing American Samoa and the boundaries of the national park, the area where tamalagi trees had been eradicated, and the previous range of tamalgi trees on the island.

Figure 6. Tutuila Island, the National Park of American Samoa boundary, and the areas impacted by tamaligi trees. The yellow dots show the location of the research plots. USDA Forest Service map by Hughes et al. 2012.

How Do Cyclones Affect Forest Evolution?

American Samoa experiences an average of two to three cyclones every year. A cyclone is another name for a hurricane. These cyclones have helped American Samoan forests to evolve so that they can adapt to the destructive impact of high winds. These high winds may destroy areas of the forests, which then quickly grow back.

An illustration showing the location of study plots
Figure 7. The scientists established 25 study plots that contained 2 subplots and quadrats. Each study plot had a radius of 18 meters (m). A circle’s radius is the distance from its center to its edge. FIND Outdoors illustration by Liz Sisk.

The scientists established 5 study plots within each of the 5 study sites, for a total of 25 study plots (figure 7). One of the five study plots within each study site contained forest that had never had any tamaligi trees. The other four study plots within each study site contained the remains of tamaligi trees that had been killed by girdling.

Within each of the 25 study plots, the scientists identified 3 smaller areas, including subplots and quadrats. The scientists then collected information about the trees and plants they found in each plot, subplot, and quadrat (table 1).

Table 1. The scientists collected information about the trees and plants in each plot, subplot, and quadrat. Note: “<” means “less than” and “>” means “greater than.” If a line is included, as in “≥,” the symbol means “greater than or equal to."
Portion of Plot ExaminedInformation Collected
18-meter plotAll tree species within the plot were identified and diameter at breast height (DBH) measured for all trees ≥10 centimeters in DBH. These trees were tagged and labeled with aluminum tags so they could be measured annually.
9-meter subplotAll tree species were identified and DBH measured for all trees ≥2 centimeters and <10 centimeters in DBH.
6-meter subplotAll plant and tree species were identified and DBH measured for all saplings, shrubs, and vines <2 centimeters DBH and at least 1.37 meters tall (DBH height).
0.5-square-meter (m2) quadratSeedlings and small saplings <1.37 meters tall were identified by species and counted.
A person waters the soil within a rectangular marked out with thin, white tubing.

What Is a Quadrat?

A quadrat is both a (usually) rectangular plot used in ecological studies and also the tool used to mark the quadrat. In this photo, a Forest Service employee is using a quadrat to identify where he has planted plants. USDA Forest Service photo by Terry Wagner.

The scientists entered the measured diameter at breast height (or DBH) of the trees and vines into mathematical equations, or formulas. These equations were used in a computer program to estimate the amount of biomass, or living matter, contained in each study plot.

What Is Diameter at Breast Height?

An illustration of diameter at breast height including: (left) a tree on which the height 4.5 feet is market, (top right) a tree trunk encircled with a diameter tape, (middle right) a cross section of the trunk where diameter and circumference are labeled, and (bottom right) how DBH is measured on an upright tree and a leaning tree.
Measuring DBH provides a standard way to measure the size of a tree. FIND Outdoors illustration by Stephanie Pfeiffer Rossow.

The diameter at breast height (DBH) is the diameter of a tree trunk 1.37 meters (4.5 feet) above the ground. When the tree is growing on a hill, DBH is measured on the uphill side of the tree. Scientists can use a special measuring tape that calculates the diameter.

Measuring DBH is a standard way to measure the size of trees. If all scientists measure trees the same way, they can more accurately compare their results with each other.

 

 

A person wraps a measuring tape around a tree trunk at breast height.
This field technician is measuring the DBH of a tree. USDA Forest Service photo by Paul Scowcroft.
Two photos of forests. The forest on the right is more spread out, with a lot of open ground in the foreground. The photo on the right is of a denser forest, with trees growing closely together.
Figure 8. Compare the density of the trees in these two photos. Which photo shows greater density? Courtesy photos by Babs McDonald.

The scientists then estimated the density of the trees and plants in each study plot by counting them (figure 8). The scientists also counted the number of different tree species in each study plot. Finally, they collected soil samples to take back to the laboratory where they calculated the amount of inorganic nitrogen available to plants and trees in the soil. Inorganic nitrogen is nitrogen from sources that are not or never were living. Recall that tamaligi trees are nitrogen-fixers. This means that when they were living, they were working with microorganisms to fix and use the nitrogen from the air.

After their research, the scientists knew the following information for each of the 25 study plots:

  • Whether or not the plot had contained tamaligi trees,
  • What year the tamaligi trees were girdled (and therefore how many years the tamaligi trees had been dead),
  • How much living plant material was in each plot,
  • Which tree species were found in each plot,
  • How many different tree and vine species were in each plot,
  • How many trees were growing in each plot
  • How much inorganic nitrogen was available in the soil of each plot.

The scientists compared this information to determine what impact the tamaligi trees had on native forests and how native forests responded after the tamaligi trees were killed.

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Findings

The total biomass was about equal in forest study plots with and without tamaligi trees. However, the amount of living plant material by species in forests with tamaligi trees was different when compared with native forests (table 2).

 

Table 2. This table compares the percentage of tamalgi tree and native tree biomass between forest types.
Percentage of tamaligi biomassPercentage of native tree biomass
Tamaligi-invaded forests6030
Native forests with no tamaligi trees088

Right after the tamaligi trees had been killed, biomass was reduced in those study plots. However, new native trees of different species grew rapidly in the plots where tamaligi trees had been killed. After 8 years, the amount of total biomass in the plots in which tamaligi trees had been killed was again about equal to native study plots. Native species accounted for almost all new plant growth (figure 9). Other nonnative species did not expand in the study plots where tamaligi trees had been removed. After 8 years of growth, the variety of native tree species was about equal in all plots.

 

A mountainous island covered with green trees
Figure 9. Native trees grew rapidly after the death of tamaligi trees. In this photo, Mount Alava rises above Vatia Bay on the north coast of Tutuila Island, American Samoa. Licensed photo by Jerry Ginsberg and Danita Delimont/Adobe Stock.

 

Immediately following tamaligi removal, inorganic soil nitrogen was three to five times higher in those plots as compared with native forest plots. After 3 years, however, the amount of inorganic nitrogen in the soil was about equal for all study plots.

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Discussion

The girdling and killing of tamaligi trees in the national park was successful. The scientists believe that several factors contributed to the effort’s success.

First, enough funding was made available for national park field crews to girdle and kill over 6,000 mature tamaligi trees. Girdling easily killed tamaligi trees.

Second, the tamaligi removal effort was supported by the local community. This support included the involvement of local citizens on removal field crews. Frequent communication between local villagers, other American Samoan citizens, and the National Park of American Samoa also supported the effort’s success.

Third, native Samoan trees had evolved to grow rapidly following forest clearing caused by Samoa’s frequent cyclones and tropical storms with high winds. When tamaligi trees died, they created forest clearings like the impact of these weather events can do. Native Samoan trees, therefore, rapidly grew into the areas where the tamiligi trees had been, and these native trees reproduced in the cleared areas as they had evolved to do.

Fourth, because tamaligi trees cannot tolerate shade, their seeds and seedlings could not germinate or grow under the shade of rapidly growing native trees.

Fifth, the inorganic nitrogen left in the soil following the death of tamaligi trees provided an important resource that was used by native trees to support their growth for the first 3 years.

Natural conditions, along with human action, created a unique opportunity to control the spread of invasive tamaligi trees and restore the Samoan native forest.

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Adapted from Hughes, R.F.; Uowolo, A.L.; Togia, T.P. 2012. Recovery of native forest after removal of an invasive tree, Falcataria moluccana, in American Samoa. Biological Invasions. 14: 1393–1413.

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  • American Samoa and Hawai’i are both a part of the United States. In this FACTIVITY, you will create a map showing the location of American Samoa in relation to Hawai’i....

    FACTivity – The Plot Thickens

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    American Samoa and Hawai’i are both a part of the United States. In this FACTIVITY, you will create a map showing the location of American Samoa in relation to Hawai’i....
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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-H1
    The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
  • 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.
  • LS1.B-M4
    Genetic factors as well as local conditions affect the growth of the adult plant.
  • LS1.C-H1
    The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
  • LS1.C-H3
    As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.
  • LS1.C-H4
    As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.
  • 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-H1
    Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
  • 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-M2
    In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
  • LS2.A-M3
    Growth of organisms and population increases are limited by access to resources.
  • LS2.A-M4
    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.
  • LS2.B-H1
    Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.
  • LS2.B-H2
    Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.
  • LS2.B-M1
    Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
  • LS2.C-H1
    A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
  • LS2.C-H2
    Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
  • LS2.C-M1
    Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
  • 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.C-H1
    Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment.
  • LS4.C-H2
    Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
  • LS4.D-H2
    Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.
  • LS4.D-M1
    Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
  • Cite specific textual evidence to support analysis of science and technical texts.
  • By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
  • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
  • Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
  • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
  • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
  • Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
  • By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
  • Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
  • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
  • Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
  • Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
  • Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
  • Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
  • People, Places, and Environments
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is a Natural Inquirer Journal?

Three Natural Inquirer journal covers with NI bee

 

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

Journals include:

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

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

 

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

Reading Modes

Journals are available in three different formats:

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

What's in a Natural Inquirer Article?

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

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

    Use this section to:

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

    Next Generation Science Standards (NGSS) applications:

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

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

    Other resources:

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

Additional Resources on the Website

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

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

Article Selection and Review

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

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

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

Lessons

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

    Lesson Plan – Summarizer, Clarifier, Questioner, Predictor

    • Lesson Plan
    • High School
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Analysis
    • Clarifier
    • Class Discussion
    • Guided reading
    • Predictor
    • Reading for Information
    This is a 3-day lesson plan that can be used with any Natural Inquirer article to guide students through a close-reading and analysis of the article.
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Woolly Bully - Vol. 1 No. 3

  • PDF preview of the Invasive Species lesson plan.
    In this lesson plan, students learn about invasive species in their area and create brochures educating others about their characteristics. Materials: Internet or library access for research Paper and writing...

    Lesson Plan – Invasive Species

    • Lesson Plan
    • High School
    • Middle School
    • 5 Classroom Periods
    • Insects
    • Wilderness
    • Wildlife
    • Brochure
    • Invasive Species
    • Research Project
    In this lesson plan, students learn about invasive species in their area and create brochures educating others about their characteristics. Materials: Internet or library access for research Paper and writing...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Invasive Species - Vol. 8 No. 1

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

    Lesson Plan – Forest Poems

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

    Part Of

    Wildland Fire 2 - Vol. 13 No. 1

Education Files

Project Learning Tree

If you are a Project Learning Tree educator, you may use “Tropical Treehouse” and “Dynamic Duos” as additional resources.

Glossary

View All Glossary
  • biodiversity

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

  • degrade

    (di grād): To make the quality of something worse.

  • germinate

    (jər mə nāt): To cause to sprout or develop.

  • invasive

    (in vā siv): Tending to spread especially in a quick or aggressive manner, such as a nonnative species growing and dispersing easily, usually to the detriment of native species and ecosystems.

  • irreplaceable

    (ir i plā sə bəl): Not replaceable.

  • microorganism

    (mī krō ȯr gə ni zəm): An organism or life form of microscopic size.

  • native

    (nā tiv): Living or growing naturally in a particular region.

  • nonnative

    (nän nā tiv): Not naturally occurring in an area.

  • organic

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

  • quadrat

    (kwä drət): A usually rectangular plot used for ecological or population studies.

  • seedling

    (sēd liŋ): A young plant grown from a seed.

  • symbiotic

    (sim bē ä tik): Characterized by or being a close, cooperative, or interdependent relationship between two dissimilar organisms.

  • vascular

    (va skyə lər): Of, relating to, or affecting a channel for the movement of a body fluid (such as blood of an animal or sap of a plant) or a system of such channels.

  • Headshot of Dr. R. Flint Hughes. The background is a green wooded area.

    R. Flint Hughes

    Ecologist

    My favorite science experience was working with local villagers in the rain forests of southern Mexico. I was working to understand how deforestation and land use were changing those forests...
    View Profile
  • Photo of Amanda Uowolo kneeling in a tall grassy area.

    Amanda Uowolo

    Forest Ecologist

    My favorite science experience occurred while collecting data on species diversity, density, and size in a forest in the Republic of Palau. We had our noses to the ground looking...
    View Profile

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • Tropical Four-est Inventory - Using Measurement to Understand the Condition of Forests in Micronesia
    In this research, the scientists wanted to describe and summarize the forests managed for conservation in the Federated States of Micronesia, Guam, and the Republic of the Marshall Islands and compare...

    Tropical Four-est Inventory – Using Measurement to Understand the Condition of Forests in Micronesia

    • Article
    • High School
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Agroforest
    • Basal Area
    • Conservation
    • Diameter at Breast Height (DBH)
    • Endemic Species
    • Extinction
    • Forest Inventory
    • Invasive Species
    • Mangrove
    • Rainforest
    • Sample
    • Satellites
    In this research, the scientists wanted to describe and summarize the forests managed for conservation in the Federated States of Micronesia, Guam, and the Republic of the Marshall Islands and compare...
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free

    Part Of

    Pacific Islands - Vol. 1 No. 21


Additional Resources

  • Forest Service: Invasive species

    Invasive species have two main characteristics: they are non-native (exotic/alien) to the ecosystem that they occupy, and their existence in that ecosystem causes or is likely to cause harm to the economy, environment, or human health.

    Visit Resource
  • National Park Service: Invasive Species, National Parks, and You

    No matter how you choose to enjoy the national parks—hiking the trails or relaxing by a campfire, climbing peaks or diving the depths of the ocean—it’s likely one of your favorite pastimes is affected by an invasive species.

    Visit Resource
  • National Aeronautics and Space Administration (NASA): How Does GPS Work?

    GPS is a system of 30+ navigation satellites circling Earth. We know where they are because they constantly send out signals. A GPS receiver in your phone listens for these signals. Once the receiver calculates its distance from four or more GPS satellites, it can figure out where you are.

    Visit Resource
  • Britannica: Nitrogen fixation

    Nitrogen fixation, any natural or industrial process that causes free nitrogen (N2), which is a relatively inert gas plentiful in air, to combine chemically with other elements to form more-reactive nitrogen compounds such as ammonia, nitrates, or nitrites.

    Visit Resource
  • Latitude and Longitude Finder

    Latitude and Longitude are the units that represent the coordinates at geographic coordinate system. To make a search, use the name of a place, city, state, or address, or click the location on the map to find lat long coordinates.

    Visit Resource
Back to Top
  • Natural Inquirer - Homepage
  • Find Outdoors
  • USDA
  • USDA Forest Service logo.

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

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