Please login to bookmark

Tying the Knot: How Do Horseshoe Crab and Red Knot Populations Affect Each Other?

In this study, scientists wanted to examine how the harvest of horseshoe crabs in Delaware Bay affects the red knot. The red knot is a migratory bird. The red knot feeds primarily on the eggs of horseshoe crabs during its stopover in Delaware Bay.

Tying the Knot: How Do Horseshoe Crab and Red Knot Populations Affect Each Other?

Meet the Scientists

Conor McGowan

Population Ecologist

Jim Nichols

Population Ecologist

What Kind of Scientists Did This Research?

Population ecologist: This scientist studies the populations of different species and how the population interacts with its environment.

Thinking About Science

Land managers and other natural resource professionals are skilled individuals who take care of the land and natural resources. Every day, land managers and natural resource professionals must make decisions about how best to maintain the resources that are in their care. To help managers make the most informed decisions possible, scientists sometimes work with these professionals. In this case, science is used to help solve identified problems and meet objectives. In this study,
scientists and managers worked together. The scientists designed models to help managers make good decisions about a population of horseshoe crabs and a certain type of migratory shorebird called the red knot.

Thinking About the Environment

Some birds migrate during winter months and then return to summer habitats for breeding. In this study, the red knot is a bird species that migrates south from its breeding grounds in the Canadian Arctic to southern South America. The one-way migratory journey for these birds can be up to 14,000 kilometers. The birds must stop frequently to rest and refuel to complete this journey. Certain locations are ideal stopover areas for these migratory birds because of food availability. The three areas are Tierra del Fuego (Argentina and Chile), northern Brazil, and the Mid-Atlantic United States (figure 1). Red knots spend November through February in these wintering areas and then migrate back to Canada in time for summer. Delaware Bay in the Mid-Atlantic United States is a perfect stopover location for the birds (figure 2).

A map of Northa nd South America showing the stop over points — **Figure 1**. Stopover points for migrating red knots that spend the winter in three locations: Tierra del Fuego, northern Brazil, and the Mid-Atlantic United States. Map by Lindsay Gnann.

A map of the United States highlighting Delaware Bay — **Figure 2**. Delaware Bay is located in the Mid-Atlantic United States. Map by Lindsay Gnann.

Delaware Bay is an estuary (figure 3). Because estuaries are transition zones between the ocean and freshwater areas, the mix of ocean water and fresh water provides a lot of nutrients in the area. For red knots, the big draw is horseshoe crab eggs. In this study, you will learn how the horseshoe crab population may affect the red knot population.

Satellite image of two estuaries — **Figure 3**. Two estuaries on the northwestern coast of Madagascar.
The Republic of Madagascar is located off the southeastern coast of Africa, in the Indian Ocean. This photo was taken by an Expedition 28 crew member on the International Space Station. Photo courtesy of the National Aeronautics and Space Administration.

Number Crunch

Introduction

In this study, the scientists used a structured decision-making process called adaptive management. Structured decision-making is a process where managers first define management objectives. After managers have defined their objectives, scientists use models to predict results of different possible actions managers could take. Then managers select one of the actions. Next, people monitor the ecosystem and see if the objectives are achieved by the action that was chosen. Then managers adjust the next action based on the new information they learned.

The cycle of taking action, monitoring results, and adjusting the next action is how managers learn more about the ecosystem. They can, therefore, make better decisions. It is important to design accurate models to help managers understand the ecosystem. This modeling also helps the managers make the most informed decisions possible about managing the ecosystem.

In this study, scientists wanted to examine how the harvest of horseshoe crabs in Delaware Bay affects the red knot (figures 4 and 5).

Horeshoe crabs on a shoreline — **Figure 4**. Thousands of horseshoe crabs come up onto the beaches in Delaware Bay to lay their eggs. Photo courtesy of U.S. Fish and Wildlife Service, Gregory Breese.

Red knots eating on the bay — **Figure 5**. Red knots stop to eat in Delaware Bay. Photo courtesy of U.S. Fish and Wildlife Service,
Gregory Breese.

The red knot is a migratory bird (figure 6).

Red knots flying in the sky — **Figure 6**. Thousands of red knots fly to Delaware Bay and land there to refuel for their long migratory journey. Photo courtesy of U.S. Fish and Wildlife Service, Gregory Breese.

The red knot feeds primarily on the eggs of horseshoe crabs during its stopover in Delaware Bay (figures 7a and 7b).

Tiny horseshoe crab eggs in a persons hand — **Figures 7a**. These tiny horseshoe crab eggs are what red knots eat to store energy. Photo courtesy of U.S. Fish and Wildlife Service, Gregory Breese.

Tiny horseshoe crabs in sand — **Figures 7b**. Horseshoe crab eggs in sand. Photo courtesy of Dr. Conor McGowan.

Thousands of shorebirds make the same stopover as the red knots and gorge themselves on food. Although the red knots eat a lot of horseshoe crab eggs, these eggs are mostly ones that would not have hatched. The eggs will not hatch because they are too close to the sand’s surface. As red knots feed, they nearly double their weight in 2 weeks. This weight gain allows the birds to continue on their strenuous migratory journey north to the Arctic to breed during the summer months.

The population of red knots has declined from approximately 150,000 birds in the 1990s to 15,000 birds in 2008. Today’s red knot population is low enough to be listed as a threatened species. A threatened species benefits from some protection under U.S. law. During this same time period, the harvest of horseshoe crabs has increased. Horseshoe crabs are harvested as bait for eels and whelk (figure 8).

A sea shell on a beach — **Figure 8**. Horseshoe crabs are harvested as bait for whelk. Whelk is a word used for many species of sea snails. Photo courtesy of Jo O’Keefe: http://okeefes.org/Whelks/Whelks.htm.

The red knot population decline may be because of fewer horseshoe crab eggs in Delaware Bay. In addition, horseshoe crab blood is collected from live horseshoe crabs for pharmaceutical testing. This blood collection, however, is not believed to affect the horseshoe crab population. The scientists in this study wanted to figure out how to manage the harvest of horseshoe crabs in such a way that the populations of red knots and horseshoe crabs stopped declining.

What is Adaptive Management?

Have you ever heard that experience is the best teacher? This idea is the foundation of adaptive management. Adaptive management is a way for land managers to deal with an unknown future and to learn from trying new things. When land managers try something new, the outcome is evaluated. Based on the evaluation, the managers try another approach to improve their management. The process continues, with managers continuing to learn and adapt.

Scientists often help managers by designing and implementing the evaluation process. As you can see, scientists are involved in some parts of the adaptive
management process. Land managers, however, treat the entire adaptive management process as an experiment. What happens when you do an experiment? Hopefully, you learn from your experience!

Number Crunch

Reflection Section

What Are Horseshoe Crabs?

Horseshoe crabs are one of the world’s oldest creatures. This type of animal is estimated to be at least 300 million years old. That’s pretty old, especially when you consider that the beginning of the Age of Dinosaurs was 230 million years ago. Were horseshoe crabs living on Earth before the dinosaurs? How do you know?

The horseshoe crab is an invertebrate. The horseshoe crab belongs to the arthropods. It may look like a crab but it is more closely related to spiders and scorpions (figure 9).

Horseshoe crabs in the ocean — **Figure 9**. Horseshoe crabs may look like crabs, but they are more closely related to spiders and scorpions. Photo courtesy of U.S. Fish and Wildlife Service, Gregory Breese.

Horseshoe crabs lay their eggs during breeding season in sandy beach habitats. During spring breeding, millions of crabs crawl up the beaches of Delaware Bay. This breeding cycle occurs at the same time as the lunar cycles. Horseshoe crabs, in particular, like to lay their eggs during the full moon and new moon in May and June. Visit
http://www.udel.edu/research/explore/loader.html to learn more about horseshoe crabs!

Methods

The scientists had to make a basic mathematical model to test different management practices. The basic model had two parts. First, the scientists needed a horseshoe crab population model that looked at the effects of harvesting on both male and female horseshoe crabs. Second, the scientists needed a red knot population model that linked red knot survival to horseshoe crab breeding in Delaware Bay. After the scientists combined these two parts, they had a basic model in which they could run simulations.

Using this basic model, the scientists created two specific mathematical models to represent two competing assumptions. The first model assumes that the amount a bird weighed at the end of the stopover had large effects on its survival. The second model assumes that the amount a bird weighed at the end of the stopover had a small effect on its survival. The second model assumes that heavy and light birds, in general, have similar survival rates.

When the scientists were building the models, they needed to include certain types of data. For example, the scientists set initial population sizes at 1998 levels. They also included data about the number of horseshoe crabs coming onto the beaches for the period 1998–2008. These data included the number of horseshoe crabs harvested in Delaware Bay. The scientists then used the models to predict what might happen with eight different possible management actions (figure 10).

Figure 10. Different management actions were based on different numbers of horseshoe crabs that could be harvested. In actions 7 and 8, no horseshoe crabs can be harvested when red knot abundance is less than the threshold.
Action	Female Harvested	Males Harvested
1	0	0
2	0	200,000
3	0	400,000
4	100,000	200,000
5	200,000	400,000
6	300,000	300,000
7	300,000 - (Red knot threshold is 30,000)	300,000 - (Red knot threshold is 30,000)
8	300,000 - (Red knot threshold is 60,000)	300,000 - (Red knot threshold is 60,000)

Reflection Section

Adaptive Management in Your Life

Do you have a butterfly garden in your schoolyard? If you do not, pretend that you do. Your class has decided to use adaptive management to improve the garden. First, you must identify the problem and your objective. Let’s say that only one species of butterfly visits your garden. This lack of variety is the problem. Your objective is to have as many butterfly species as possible visiting the garden. Your class does research in the media center. You identify two additional flowering plants and plant them in the garden.

After 2 weeks, you observe and record the butterfly species in the garden. You identify two additional species. After evaluating your results, your class does more research. You discover that butterflies like shallow pools of water. You create a shallow pool, wait 2 more weeks, and observe and record the butterfly species. Another species is identified. After evaluating the results of your management, your class does more research. You discover that butterflies like to have shady as well as sunny spots to rest. What steps will you take next?

Findings

The scientists found that both models were sensitive to changes in horseshoe crab egg survival rates and juvenile horseshoe crab survival rates. Heavy harvest of horseshoe crabs decreased red knot abundance in both models but had a much greater effect in model 1. Recall that model 1 assumed that a bird’s survival was related to its weight. Harvesting only male horseshoe crabs had little effect on red knot population numbers in both models.

Models 1 and 2 produced different predictions for the eight different possible management actions shown in figure 10. With no harvesting, for example, model 1 predicted that the median abundance of red knots 90 years in the future would be about 65,000 birds. Model 2, however, predicted a population of around 200,000 red knots. The management action that restricted horseshoe crab harvesting until a certain number of red knots was present improved population predictions for the red knot.

Reflection Section

You Are the Adaptive Manager!

In this article, you are learning about research and evaluation as a part of the adaptive management process. One important feature of adaptive management is its focus on an uncertain future. Scientists help managers by doing research. Scientists provide information that can be used to predict what might happen in the future. Pretend you are the manager of the area being studied in this research. How would you use the findings of this study? What management action would you take? After taking the action, what would you ask the scientists to monitor?

Discussion

The scientists in this study developed the first models for predicting effects of management actions on horseshoe crab and red knot populations in Delaware Bay. The two models showed different results. Model 2 showed faster red knot population growth.

What is the reason for using both models to make a management decision? Using two models helps scientists include things they are unsure about in the decision-making process. Let’s say the manager’s objective is to maximize the number of red knots. Using action 8 would
be best even though scientists don’t know for sure whether red knot weight is important for survival. If the manager’s objective is to maximize the horseshoe crab harvest, however, action 7 would be the best. The models’ results show that managers may be able to conserve the red knot population, while allowing some horseshoe crab harvesting.

The scientists suggested the best management strategy would be for managers to take actions based on what the models predicted. The best strategy would also take into account the current state of the ecosystem and management objectives. The scientists believed that additional data would help them decide which of the two models provides the best predictions. Additional data would also help create better models. Specifically, scientists suggested that more information is needed about the relationship between a red knot’s weight gain and the availability of horseshoe crab eggs.

Reflection Section

Adapted from McGowan, C.P.; Smith, D.R.; Sweka, J.A.; Martin, J.; Nichols, J.D.; Wong, R.; Lyons, J.E.; Niles, L.J.; Kalasz, K.; Brust, J.; Klopfer, M.; Spear, B. 2011. Multi-species modeling for adaptive management of horseshoe crabs and red knots in the Delaware Bay. Natural Resource Modeling. 24: 117–156. http://www.fws.gov/northeast/fisherycenter/pdfs/McGowanetal2011.pdf.

Part Of

Scientific Models in Adaptive Management - Vol. 17 No. 1

Explore Full Journal

Glossary

View All Glossary

abundance
(ə bən dənt(s)): A large quantity; plenty.
arctic
(ärk tik): Of, relating to, or suitable for use at the north pole or the region around it.
arthropod
(är thrə päd): Any of a phylum of invertebrate animals (such as insects, arachnids, and crustaceans) having a segmented body, jointed limbs, and a shell of chitin that is shed periodically.
assumption
(ǝ sǝm(p) shǝn): A fact or statement taken for granted (that it is true).
breed
(brēd): To produce offspring by sexual reproduction.
conserve
(kǝn sǝrv): To avoid wasteful or destructive use of something.
estuary
(es chə wer ē): A water passage where the tide meets a river current.
gorge
(gȯrj): (verb) To eat greedily; to stuff oneself.
harvest
(här vǝst): To gather in a crop.
invertebrate
(in vər tə brət or in vər tə brāt): An animal (such as a worm, clam, spider, or butterfly) that lacks a backbone.
juvenile
(jü və nīl): Showing incomplete development.
land manager
(land ma ni jǝr): A person who manages land, specifically its natural resources; in the Forest Service, land managers maintain and improve the health, diversity, and productivity of the nation’s forests and grasslands to meet the needs of current and future generations.
lunar cycle
(lū nər sī kəl): The changing appearance of the Moon as seen from Earth.
migrate
(mī grāt): To pass, usually periodically, from one region or climate to another for feeding or breeding.
migratory
(mī grǝ tȯr ē): Of, relating to, or characterized by moving, usually periodically, from one region or climate to another for feeding or breeding.
model
(mä dǝl): (noun): (1) Type or kind; (2) a system of postulates, data, and inferences presented as a mathematical description of an entity or state of affairs.

(verb): To make a simplified copy or representation of something to help aid understanding.
new moon
(nü mün): The Moon’s phase when its dark side is toward Earth.
objective
(əb jek tiv): (noun) An aim or goal.
pharmaceutical
(fär mə süt i kəl): Of, relating to, or involved in pharmacy or the manufacture and sale of medicinal drugs.
simulation
(sim yə lā shən): The imitation by one system or process of the way in which another system or process works.
strenuous
(stren yə wəs): Showing or requiring great energy.
structured
(strək chərd): Organized.
threshold
(thresh hōld): A level, point, or value above which something will take place and below which it will not.

Standards addressed in this Article:

ESS3.A-M1
ESS3.C-H1
ESS3.C-H2
ESS3.C-M1
ESS3.C-M2
ESS3.D-H1
ESS3.D-H2
ETS1.A-H1
ETS1.A-H2
ETS1.A-M1
ETS1.B-H1
ETS1.B-H2
ETS1.B-M1
ETS1.B-M2
ETS1.B-M3
ETS1.B-M4
ETS1.C-H1
ETS1.C-M1
ETS1.C-M2
LS1.B-M2
LS2.A-H1
LS2.A-M1
LS2.A-M2
LS2.A-M3
LS2.A-M4
LS2.C-H1
LS2.C-H2
LS2.C-M1
LS2.C-M2

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.

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 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

A screenshot of the product tabs for an NI monograph On 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

In this lesson, students will read and summarize four of the article’s sections. After the class reads the article and summarizes the sections, students should work in groups to create...
Lesson Plan – Model Construction
In this lesson, students will read and summarize four of the article’s sections. After the class reads the article and summarizes the sections, students should work in groups to create...
- Explore Lesson Plan
- Download Lesson Plan (PDF)
- Explore Lesson Plan
- Download Lesson Plan (PDF)
Part Of

Scientific Models in Adaptive Management - Vol. 17 No. 1
Students create a chart to write what they know before reading, what they think they will learn from the article, and then what they learned from the article. This lesson...
Lesson Plan – K-W-L
Students create a chart to write what they know before reading, what they think they will learn from the article, and then what they learned from the article. This lesson...
- Explore Lesson Plan
- Download Lesson Plan (PDF)
- Explore Lesson Plan
- Download Lesson Plan (PDF)
Focus student understanding of the main idea of a paragraph in each section of a Natural Inquirer article through a reading and note-taking process. This lesson plan can be used with any...
Lesson Plan – Paragraph by Paragraph
Focus student understanding of the main idea of a paragraph in each section of a Natural Inquirer article through a reading and note-taking process. This lesson plan can be used with any...
- Explore Lesson Plan
- Download Lesson Plan (PDF)
- Explore Lesson Plan
- Download Lesson Plan (PDF)

Education Files

Project Learning Tree

If you are a Project Learning Tree educator, you may use “Habitat Pen Pals” and “Web of Life” as additional resources.

Download all resources - FREE!

Journals & Monographs

Collector Cards

Readers

Coloring and Activity Books

Please login to bookmark

FACTivity – Tying the Knot

Spotlight – Scientific Models in Adaptive Management

Glossary

abundance

arctic

arthropod

assumption

breed

conserve

estuary

gorge

harvest

invertebrate

juvenile

land manager

lunar cycle

migrate

migratory

model

new moon

objective

pharmaceutical

simulation

strenuous

structured

threshold

Conor McGowan

Jim Nichols

Standards addressed in this Article:

What Is a Natural Inquirer Journal?

Reading Modes

What's in a Natural Inquirer Article?

Meet the Scientists

Thinking About Science

Thinking About the Environment

Introduction

Methods

Findings

Discussion

Additional Resources on the Website

Article Selection and Review

Lessons

Lesson Plan – Model Construction

Lesson Plan – K-W-L

Lesson Plan – Paragraph by Paragraph

Education Files

Project Learning Tree

Additional Resources

PBS Video Series About Red Knots and Horseshoe Crabs