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  • Welcome to McMangrove’s – Determining the Importance of Mangrove Leaves in a Tree Crab’s Diet
The cover for the 'Welcome to McMangrove's' article. The main image is a photo of a mangrove forest.
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Welcome to McMangrove’s – Determining the Importance of Mangrove Leaves in a Tree Crab’s Diet

  • Article
  • High School
  • Middle School
  • 1 Classroom Period
  • Carbon
  • Wildlife
  • Carbon Cycle
  • Crabs
  • Ecosystem
  • Food Chain
  • Isotopes
  • Mangrove
  • Sesarmid Crabs
The cover for the 'Welcome to McMangrove's' article. The main image is a photo of a mangrove forest.
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Scientists investigated how typhoons impacted the importance of microorganisms in sesarmid crab diets. The scientists also wanted to discover whether the mangrove leaves were a more important food source than scientists previously thought for this type of sesarmid crab.

Welcome to McMangrove’s – Determining the Importance of Mangrove Leaves in a Tree Crab’s Diet

Jump To

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

Meet the Scientists

Richard MacKenzie

Aquatic Ecologist

When I was little, I used to come home from the creek behind our house covered in mud. I still do. I love that I get to study fish, insects,... Read Full Bio

Amanda Demopoulos

Ecologist

It is hard for me to select my favorite science experience! Whenever I have the chance to go in the field, whether trudging through the mangrove forest, diving on coral... Read Full Bio

Nicole Cormier

Ecologist

My favorite science experience has been traveling and working on tropical islands like those in the Federated States of Micronesia (FSM). I have been fortunate to work in old growth... Read Full Bio

What Kind of Scientist Did This Research?

Ecologist: This scientist studies the relationship of living things with their living and nonliving environment.

Thinking About Science

In a scientist’s world, most scientific knowledge is usually considered temporary. As scientists continue to study a topic, they learn information that either confirms or updates previous knowledge. In this research, for example, the scientists found that knowledge previously held about crab diets was not entirely correct (figure 1).

 

A sesarmid crab holding onto a plant stem.
Figure 1. A sesarmid crab hangs onto a branch. USDA Forest Service photos by Rich MacKenzie.

Are you surprised to learn that understanding crab diets is important? Studying crab diets is important because such knowledge informs how scientists understand the carbon cycle. (You will learn about the carbon cycle in “Thinking About the Environment” below.) Doing research to confirm or update existing knowledge is one of the critical roles of science.

 

In your own experience, think of something that you thought was true and was later revealed to be false. Being open to new knowledge is important. When you are open to being challenged about what you know, you are thinking like a scientist.


Thinking About the Environment

Carbon is an important part of our world. Carbon is an element that is found in water, soil, plants, animals, and the atmosphere. Humans contain carbon too. About 18 percent of your body is carbon!

Carbon is one of the most abundant of Earth’s elements. Humans and other animals get carbon from eating plants and from eating animals that eat plants. A plant contains carbon as long as it lives and until it is eaten, completely decays, or is burned. Plants get carbon by taking in carbon dioxide (CO2). When the plant takes in CO2, it keeps the carbon and releases the oxygen.

A thickly forested mangrove.
Figure 2. Mangrove forests grow in subtropical and tropical climates. USDA Forest Service photos by Rich MacKenzie.

In wetlands, much of this carbon is used for belowground root growth in sediments. Little oxygen is found in wetland sediments because all the spaces between sediment particles and roots are filled with water, not air. Microorganisms that would break down these roots have a hard time breathing and as a result, belowground roots decay slowly. Therefore, the carbon from these roots can be stored in wetland sediments for thousands of years. Carbon that is held in wetland sediments is known as blue carbon. Blue carbon ecosystems include salt marshes, sea grasses, and mangrove ecosystems (figure 2).

In this research, the scientists were interested in better understanding the role of decaying mangrove leaves in sesarmid (sǝ sär mid) crab diets. By increasing their understanding, the scientists gained more knowledge of how carbon moves throughout the mangrove ecosystem (figure 3).

An illustration showing how carbon cycles through the environment.

Figure 3. The carbon cycle. In a mangrove ecosystem, carbon moves from the atmosphere and into the ocean, rivers, trees, and plants. Carbon is also found in a mangrove ecosystem’s animals and decomposers.

FIND Outdoors illustration by Stephanie Pfeiffer Rossow


Introduction

A map of the world, showing coastal areas populated by mangroves in black.
Figure 4. This map shows the subtropical and tropical zone and the location of mangrove forests worldwide. FIND Outdoors map by Carey Burda.

 

A line of crabs climbs the underside of a tree branch at high tide.
Figure 5. A line of crabs climbs up a tree at high tide. USDA Forest Service photo by Rich MacKenzie.

Sesarmid crabs are a family of crabs found in tropical coastal mangrove forests worldwide (figure 4). During high tide, these crabs climb onto the mangrove trees or hide in their burrows to escape from predators (figure 5).

 

Sesarmid crab predators include large fish that swim into the mangroves at high tide. At low tide, when the mangrove forest floor is exposed, the crabs feed on leaves and mud on the forest floor (figure 6).

 

 

 

 

 

Two illustrations showing a mangrove forest at low tide (left) with some forest floor exposed and at high tide (right) with the forest floor completely covered by water.

Figure 6. Mangrove forests are found in coastal areas, where they are subject to rising and falling tides. The illustration on the left shows the mangrove at low tide. The illustration on the right shows the mangrove at high tide.

FIND Outdoors illustrations by Liz Sisk.

A blue and orange crab eats a leaf
Figure 7. A sesarmid crab sits among the leaves of a mangrove tree. The leaves are one part of the crab’s diet. USDA Forest Service photo by Rich MacKenzie.

Sesarmid crabs are an important part of the mangrove forest ecosystem (figure 7). By eating decaying mangrove leaves and microorganisms that live on the sediment’s surface, crabs play a role in the carbon cycle. When the crabs eat the leaves and microorganisms, the carbon is transferred to the crabs (figure 8). When the crabs eat the leaves, other nutrients are also released that can be recycled by mangrove trees and plants. Additionally, when other animals eat the crabs, carbon is transferred from the crabs to the crabs’ predators.

 

 

 

The ground under a mangrove forest. The soil is dark and muddy.

Figure 8. The sediment on a mangrove forest floor contains microorganisms that are one of a sesarmid crab’s food sources.

Courtesy photo by Babs McDonald.

An illustration of a cross-section of a sesarmid crab burrow.
Figure 9. Sesarmid crabs pulls leaves into their burrows to store for later. Bacteria and fungi grow on the leaves, increasing their nutritional value for the crabs. FIND Outdoors illustration by Liz Sisk.

Sesarmid crabs also contribute to the mangrove ecosystem by building complex burrows in the mangrove sediment that covers the forest floor (figure 9).

The end of a leaf sticking out of a hole in the ground.
Figure 10. A sesarmid crab pulls a leaf into its burrow. USDA Forest Service photo by Rich MacKenzie.

These burrows function as pathways for the transport of decaying or digested organic matter. When sesarmid crabs build and then enter their burrows, they pull leaves into their burrows and store them (figure 10).

In the burrows, bacteria and fungi begin to grow on the leaves. The bacteria and fungi make the leaves more nutritious and appealing to eat.

The burrows created by sesarmid crabs may also be occupied by other small animals. These burrows provide a constant and safe environment that increases diversity in the mangrove ecosystem.

Many scientists have believed that single-celled microorganisms, such as algae and cyanobacteria, are the largest part of sesarmid crab diets. These microorganisms are found on the surface of the mangrove forest floor’s sediment.

What Else Do Sesarmid Crabs Eat?

Decaying leaves and microorganisms are not the only things that sesarmid crabs eat. Sesarmid crabs may eat worms that are in the sediment, and they may also eat leaves off the trees.

Sesarmid crabs are coprophagous (kə prä fə gəs), meaning they eat feces or dung. In the case of sesarmid crabs, they eat their own poop!

At the beginning of their study, the scientists began to investigate how typhoons, which may also be called hurricanes, impacted the importance of microorganisms in sesarmid crab diets. The scientists discovered, however, that instead of microorganisms, crabs appeared to be mostly eating decayed mangrove leaves.

Therefore, the scientists posed an additional research question for their study. The scientists wanted to discover whether the mangrove leaves were a more important food source than scientists previously thought for this type of sesarmid crab.

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Methods

The scientists studied sesarmid crabs living in the mangrove forests on the coasts of Yap and Babeldaob (bä bǝl daůb) Islands (figure 11).

A map showing the position of Babeldaub Island in the Republic of Palau and Yap Island in the Federated States of Micronesia.

Figure 11. Yap and Babeldaob are islands in the western Pacific Ocean, north of Australia. Yap is an island in the Federated States of Micronesia, and Babeldaob is the largest island in the Republic of Palau.

FIND Outdoors map by Carey Burda.

To begin the research, the scientists collected samples from mangroves in Yap that had been impacted by a typhoon. The scientists collected individuals of a particular species of sesarmid crab called Parasesarma (pär ǝ sǝ sär mǝ) (figure 12). This crab species was easy to find and capture.

A crab on a tree trunk. The crab has a red claw and a bright blue "face"

Figure 12. This Parasesarma crab was found on the island of Yap. Scientists chose this species partly because it is easy to find and trap.

USDA Forest Service photo by Rich MacKenzie.

A person holds up a red leaf. The end of the leaf has been partially eaten.
Figure 13. This Rhizophora mangrove leaf partially eaten by a crab. This leaf was painted by the scientists as a part of another study. The crabs will sometimes hold the leaf in their claws and eat it like it is an ear of corn. USDA Forest Service photo by Rich MacKenzie.

The scientists also collected decaying leaf samples from the Rhizophora (rīz ǝ fȯr ǝ) species of mangrove tree (figure 13). The scientists had observed the Parasesarma crabs eating the leaves of this mangrove species. The decaying leaves were collected from the forest floor (figure 14). Sediment samples containing single-celled algae and other microorganisms were collected by scraping and removing the top 1 centimeter (cm) of sediment. Algae were also collected by gently using filtered seawater to rinse downed wood. Downed wood is wood that has fallen to the forest floor.

The scientists took tissue samples from the crabs. They used an isotope ratio mass spectrometer (spek trä mə tər) for their next step. This equipment enabled the scientists to determine the ratio of carbon-13 to carbon-12 isotopes. Isotopes are different forms of the same element. A ratio analysis was done on the crab tissues, the decaying leaves, and the microorganisms. (Read more about carbon isotopes below.)

The muddy floor of a mangrove forest.
Figure 14. The scientists collected decaying leaves from the mangrove forest. Courtesy photo by Babs McDonald.

After evaluating the samples from Yap, the scientists collected samples on Babeldaob. They captured Parasesarma crabs and collected decaying mangrove leaves from the forest floor. Unfortunately, the scientists were unable to collect enough microorganisms from the sediment on Babeldaob.

The crabs and leaves were taken to a laboratory in Palau. The crabs were placed in plastic containers and allowed to sit for 2 days so that their stomachs were empty. Then, a decaying mangrove leaf was added to each container and replaced every 3–4 days (figure 15). The crabs were kept in the containers for 44 days. On days 0, 1, 7, 17, 21, and 44, crab tissues were collected from the crabs.

Figure 15. Crabs were placed into plastic buckets and fed decaying mangrove leaves.
USDA Forest Service photos by Rich MacKenzie.

Every living and once-living animal and plant contains carbon. The scientists used special equipment to measure and compare the amount of carbon in the crabs and the mangrove leaves. When scientists compare the amount of carbon-13 (13^C) with the amount of carbon-12 (12^C) in tissues, they are calculating a value called delta carbon-13, or ∆13^C. The “∆” symbol is the Greek letter for delta. In science, this symbol implies that something has changed.

When an animal eats a plant or another animal, they can gain a little bit more 13^C than was present in the plant or animal that they ate. Scientists call this enrichment. Understanding the amount of enrichment that occurs when an animal eats something helps scientists to determine the importance of the food in the animal’s diet.

In food chain studies, scientists have considered the amount of enrichment that occurs between an animal and its food source to be the same for a variety of species and ecosystems. In past studies of sesarmid crabs, scientists used enrichment values determined by other studies. The scientists in this study wanted to determine the enrichment value for sesarmid crabs in the Yap and Babeldaob ecosystems instead of using values from other studies. The scientists thought that using a value from other studies might produce incorrect information about crab diets in these mangrove ecosystems. By calculating a ∆13^C value for sesarmid crabs in Yap and Babeldaob, the scientists were able to accurately calculate the enrichment value for sesarmid crab diets.

The scientists entered different enrichment values into a computer program. This program estimated what percentage of the sesarmid crabs’ diet was decaying mangrove leaves. The scientists ran the computer program using enrichment values from other studies and their current study. Running the program with different enrichment values enabled the scientists to compare their results with results from other studies.

BEE Challenged!

What Are Isotopes?

You probably know that atoms are life’s building blocks. An atom’s nucleus (center) contains protons and neutrons. An element, such as carbon, is defined by the number of protons it contains. A carbon atom always contains 6 protons. If an atom has 7 protons, it is nitrogen. If it has 8, it is oxygen. If you look at the periodic table of elements, you will see the number of protons in each element’s atomic nucleus.

An illustration of a carbon-12 isotope (left) and a carbon-13 isotope (right).
How many neutrons does each isotope have? FIND Outdoors illustration by Liz Sisk.

 

Atoms of the same element can have different numbers of neutrons in their nucleus. For example, carbon can have 6, 7, or 8 neutrons. Atoms of the same element with different numbers of neutrons are called isotopes of that element. An atom’s atomic number is the sum of the number of protons and neutrons. The atomic number is the isotope’s total weight, or mass. Carbon isotopes, therefore, can have atomic numbers (or weights) of 12, 13, or 14. These isotopes are known as carbon-12, carbon-13, or carbon-14. The isotopes are often written as 12^C, 13^C, or 14^C.

A mass spectrometer in a lab.
An isotope ratio mass spectrometer enables scientists to determine the difference between two different isotopes’ masses within a tissue or substance. Courtesy photo by Grizzly Analytical.

 

 

All substances are made up of elements, and they may contain different isotopes of the same element. Your body, for example, contains 13^C and 12^C. Because isotopes of the same element have different weights, they can be separated and counted using specialized equipment. This equipment is called an isotope ratio mass spectrometer.

 

 

 

 

 

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Findings

The scientists discovered that the 13^C enrichment values for crabs eating mangrove leaves in the laboratory were higher than the values used in the earliest studies (table 1).

Table 1. This table shows enrichment values for sesarmid crabs, other water-based animals, and land animals in studies conducted between 1987 and 2019.
Previous StudiesCarbon 13 Enrichment Values
Parasesarma crabs enrichment value relative to mangrove leaves (*current study*)3.3
Previous sesarmid crab study (2017)1.5–6.0
Previous sesarmid crab studies (2013 and 2014)4.1–5.5
Previous water-based animal studies (2001 and 2003)0.3–1.8
Initial land-based study (1987)0.2

Recall that the scientists used a computer program to determine the relative importance of mangrove leaves in the crabs’ diet. The scientists used enrichment values from their study first. Then, the scientists ran the program using enrichment values from other studies that were not for sesarmid crabs but that also have been used in previous sesarmid crab food chain studies (table 2).

 

Table 2. Percent contribution of mangrove leaves in sesarmid crab diets calculated using enrichment values from other studies not using sesarmid crabs and from more recent studies that included sesarmid crabs, including the present study.
Year of previous animal diet studyPercent contribution of mangrove leaves in diet using general enrichment values between other animals and their food sourceAverage contribution of mangrove leaves in diet based on current and more recent enrichment values specific to sesarmid crabs
198431.264.8
200250.064.9
200427.348.1
20040.066.7
200813.922.4
201049.073.2
20100.060.6
201051.665.7
201750.466.7
201947.860.6

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Discussion

The scientists discovered that previously published 13^C enrichment values might underestimate the value of decaying mangrove leaves in sesarmid crab diets. This finding is important for two main reasons.

First, this finding suggests that scientists should determine 13^C enrichment values for unique species and ecosystems when conducting food chain studies. At the least, available enrichment values from the same type of animal (or related animal) should be used. Scientists should not simply use the 13^C enrichment values determined in other studies regardless of the animal being studied. Using previously determined enrichment values from studies of different animal species may result in an incorrect assessment of the importance of food sources in an ecosystem’s food chain.

Second, this research suggests that decaying mangrove leaves are more important in sesarmid crab diets than previously thought. This finding helps ecologists to better understand how carbon is transferred in a mangrove ecosystem. This finding also helps to clarify the role of mangrove trees within the mangrove ecosystem.

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Adapted from MacKenzie, R.A.; Cormier, N.; Demopoulos, A.W. 2020. Estimating the value of mangrove leaf litter in sesarmid crab diets: the importance of fractionation factors. Bulletin of Marine Science.

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  • Welcome to McMangroves Factivity PDF
    The question you will answer in this FACTivity is: Which organisms on a mythical planet are producers, consumers, and decomposers? Materials: Large sheet of blank paper Pencil and eraser Markers,...

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Glossary

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  • algae

    (al jē): Simple, plantlike organism.

  • cyanobacteria

    (sī ə nō bak tir ē ə): A major group of photosynthetic bacteria that are single-celled but often form colonies in the form of filaments, sheets, or spheres and are found in diverse environments (such as salt and fresh water, soils, and on rocks).

  • enrichment

    (ǝn rich mǝnt): The addition or increase of some desirable quality, attribute, or ingredient.

  • food chain

    (füd chān): A sequence of organisms in which each depends on the next, and usually lower, member as a source of food.

  • microorganism

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

  • organic

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

  • predator

    (pre də tər): An animal that preys on other animals for food.

  • propagule

    (prä pə gyül): A structure (such as a cutting, a seed, or a spore) that reproduces a plant.

  • ratio

    (rā shē ō): The relationship in quantity, amount, or size between two or more things.

  • sample

    (sam pəl): A small subset group, representative of the entire group.

  • sediment

    (se dǝ mǝnt): Material deposited by water, wind, or glaciers.

  • Photo of Nicole Cormier hanging upside down from a branch of a mangrove tree.

    Nicole Cormier

    Ecologist

    My favorite science experience has been traveling and working on tropical islands like those in the Federated States of Micronesia (FSM). I have been fortunate to work in old growth...
    View Profile
  • two people scuba diving

    Amanda Demopoulos

    Ecologist

    It is hard for me to select my favorite science experience! Whenever I have the chance to go in the field, whether trudging through the mangrove forest, diving on coral...
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  • Photo of Richard Mackenzie underwater, wearing goggles and snorkel.

    Richard MacKenzie

    Aquatic Ecologist

    When I was little, I used to come home from the creek behind our house covered in mud. I still do. I love that I get to study fish, insects,...
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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.
  • 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-H2
    The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.
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    As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.
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    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.
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    Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
  • 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.
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    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
  • LS2.A-M3
    Growth of organisms and population increases are limited by access to resources.
  • LS2.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-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-H3
    Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geologic, and biological processes.
  • 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.
  • PS1.A-H1
    Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
  • PS1.A-M1
    Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.
  • PS1.A-M2
    Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
  • 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.
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 monograph are linked on this educator guide tab.

    Other resources:

    Many of the scientists and engineers featured in this section are also featured on our collector cards. Learn more about their work, how they got interested in their fields, and interesting projects they worked on. Cards can be printed as posters, too.

    A sample Meet the Scientists page, showing four different scientists
  2. Thinking About Science

    This section briefly describes a concept about science or scientific research. This overview can touch on topics like

    • study type (longitudinal study, quantitative vs. qualitative data),
    • behaviors of scientists (conducting literature reviews, collaborating with other specialists, replicating earlier studies),
    • the practice of science (the scientific method, engineering design, data collection, randomization, controls and variables),
    • or other aspects of science (bias, correlation vs. causation).

    Use this section to:

    • Reinforce steps in the scientific method and the process of science
    • Encourage students to think about the practice of science and what it can and cannot tell us
    • Consider the many types of scientific study and what information each type can provide

    Next Generation Science Standards applications:

    • Science and Engineering Practices
    • Life Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

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

    Other resources:

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

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

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

    Use this section to:

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

    Next Generation Science Standards applications:

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

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

    Other resources:

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

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

    This section concludes each 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 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 Lesson Plan - Scientific Abstracts
    This lesson plan introduces students to scientific abstracts. Students will analyze existing abstracts and then write their own. The lesson plan includes graphic organizers and a word search. (This lesson...

    Lesson Plan – Scientific Abstracts

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • Graphic Organizer
    • Reading Comprehension
    • Science Writing
    This lesson plan introduces students to scientific abstracts. Students will analyze existing abstracts and then write their own. The lesson plan includes graphic organizers and a word search. (This lesson...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Student Scientist - Vol. 10 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 “Web of Life,” “Nature’s Recyclers,” and “The Fallen Log” as additional resources.

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • Cover for Don't Litter the Stream. It's a photo of a stream in a very green wooded area.
    From 1920 to 1950, a tree species called albizia (Falcataria moluccana) was brought to Hawai‘i from islands located north and northeast of Australia. A fast-growing tree, albizia now grows all...

    Don’t Litter the Stream: An Invasive Tree Species and a Hawaiian Stream Food Web

    • Article
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Water
    • Wildlife
    • Albizia Trees
    • Algae
    • Food Web
    • Invasive Species
    • Nitrogen
    • Rivers and Streams
    From 1920 to 1950, a tree species called albizia (Falcataria moluccana) was brought to Hawai‘i from islands located north and northeast of Australia. A fast-growing tree, albizia now grows all...
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free

    Part Of

    Hawaii Pacific Islands - Vol. 1 No. 16

  • PDF cover preview of Mangrove Mania article featuring a photo of a mangrove forest at the shoreline. Half of the photo is taken below water and half is above.
    Mangrove forests include trees and shrubs found in the tropics that have large root structures and create barriers that help protect coastlines. The mangrove forests provide protection for the villages,...

    Mangrove Mania: How Elevation Change and Sea-Level Rise Affect Mangrove Forests

    • Article
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Water
    • Elevation
    • Mangrove
    • Sea Level
    • Sedimentation
    • Soil Deposition
    Mangrove forests include trees and shrubs found in the tropics that have large root structures and create barriers that help protect coastlines. The mangrove forests provide protection for the villages,...
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free

    Part Of

    Hawaii Pacific Islands - Vol. 1 No. 16

  • PDF preview of Everything But the Carbon Sink article cover.
    The scientists in this study were interested in environmental changes occuring in the Southern United States. The scientists were interested in changes occuring over a long time. In particular, the...

    Everything but the Carbon Sink: Carbon Storage in the Southern United States

    • Article
    • Middle School
    • 1 Classroom Period
    • Active Forest Management
    • Carbon
    • Agriculture
    • Carbon Cycle
    • Carbon Dioxide
    • Carbon Sink
    • Fossil Fuels
    • Human Impacts
    • Land Use
    • Net Carbon Exchange
    • Nitrogen
    The scientists in this study were interested in environmental changes occuring in the Southern United States. The scientists were interested in changes occuring over a long time. In particular, the...
    • Explore Article
    • Download Article (PDF)
    • Explore Article
    • Download Article (PDF)

    Part Of

    Natural IQ - Vol. 1 No. 1


Additional Resources

  • Smithsonian: Mangroves

    Mangroves are survivors. With their roots submerged in water, mangrove trees thrive in hot, muddy, salty conditions that would quickly kill most plants. How do they do it? Read more about mangroves from the Smithsonian.

    Visit Website
  • Conservation International: Mangroves

    Explore additional facts about mangroves.

    Visit Website
  • National Park Service: Lake Mead food web

    Learn more about food webs from the National Park Service.

    Visit Website
  • Wild Singapore: Sesarmid Crabs

    Learn more about sesarmid crabs

    Visit Website
  • Science Daily: Trophic Levels

    Read more about tropic levels.

    Visit Website
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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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