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  • Wide Open Spaces: Climate Change Impacts in Rural Areas of the United States
PDF preview of the Wide Open Spaces article cover. The background is a photo of a grassland habitat.
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Wide Open Spaces: Climate Change Impacts in Rural Areas of the United States

  • Article
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Agriculture
  • Social Science
  • Agriculture
  • Climate Change
  • Economics
  • Extreme Weather
  • Habitat
  • Heat Island
  • Human Health
  • Rural Areas
PDF preview of the Wide Open Spaces article cover. The background is a photo of a grassland habitat.
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The scientists in this study were interested in studying how climate change may impact rural areas in the United States. Rural areas are expected to experience more negative impacts from the change in agriculture due to climate change than urban areas experience. However, rural areas may not experience as many extreme heat events as urban areas.

 

Wide Open Spaces: Climate Change Impacts in Rural Areas of the United States

Jump To

  • Meet the Scientist
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • What is the Pareto Principle?
  • Methods
  • Findings
  • What Is the Heat Island Effect?
  • Discussion
  • Extreme Weather Events in the News

What Kinds of Scientists Did This Research?

  • Economist: This scientist studies economics. Economics is a social science that addresses the production, distribution, and use of goods and services.
  • Policy analyst: This scientist compares different policies to determine which policy will best help achieve an identified set of goals.

Meet the Scientist

Pankaj Lal

Pankaj Lal

Economist

My favorite science experience is using the principles of economics to solve environmental problems. These problems include deforestation, other natural resource depletion, climate change, and pollution control. I believe that... Read Full Bio
Janaki Alavalapati

Janaki Alavalapati

Economist | Policy Analyst

My favorite science experience was a survey we did to explore factors influencing the degradation of Nyungwe Forest, Rwanda. One individual’s response was, “I make more money by working in... Read Full Bio
Evan Mercer

Evan Mercer

Forest Economist

One of my favorite science experiences was finding ways to help poor farmers in isolated mountain villages in the Philippines improve their farms. The villages were groups of 15-20 small... Read Full Bio

Thinking About Science

When scientists begin their research, they read as much as possible of what has already been written on the topic. This process is important because it allows the scientists to make sure they are up-to-date on all the newest research. In some cases, the topic the scientists are interested in has so much information that reading, understanding, and tying all the information together becomes a research project in itself. In this study, scientists read and compiled information and research on climate and rural areas. The scientists wanted to examine how climate change may affect rural areas and the people that live there.

 


Thinking About the Environment

Every living thing has basic things it needs to survive. Animals need air, water, food, and shelter. Plants need air, water, nutrients, and light. To do well and prosper, however, living things need a good habitat in which to live. A good habitat means that there is food and water available and that the climate is suitable for the living thing. As the climate changes, some living things may move to different habitats if they can. In this study, the scientists examined a particular group of living things and what might happen if their environment changes. The scientists looked at how rural areas in the United States and people living in rural areas may be affected by climate change.

 


Introduction

The United States is made up of both rural and urban areas. Rural areas are areas with fewer people and more land (fig. 1).

An open field with rolls of hay
Figure 1. Rural area in Georgia. Photo by Babs McDonald.

Urban areas are areas with a high population density (figs.2a and 2b).

A city street with cars and bikes

Figure 2a. Urban area in Helsinki, Finland. Photo by Babs McDonald.

An urban area with sky skyscrapers and a bridge with many cars

Figure 2b. Urban area in Washington, D.C. Photo by Babs McDonald.

For this research, the scientists identified 2,050 counties in the United States that were rural and 1,090 counties that were urban (fig. 3). Rural areas make up about 17 percent of the population in the United States but cover 80 percent of the land area.

A map of the U.S. counties showing metro vs non-metro areas
Figure 3. The rural counties are in pink and called nonmetro. Metro indicates a more urban area. Find where you live on the map. Are you in an urban area or a rural area?

What is the Pareto Principle?

Have you ever heard of the 80-20 rule? This rule is also called the Pareto Principle. The Pareto Principle was coined in 1941 by Joseph Juran. He named the principle after an Italian named Vilfredo Pareto. In 1906, Pareto observed that 80 percent of Italy’s land was owned by 20 percent of the population. Pareto also observed that 20 percent of the pea pods in his garden contained 80 percent of the peas. The rule has come to describe the observation that 80 percent of an effect comes from 20 percent of the cause.

 

In this study, a little less than 20 percent of the United States population was identified as living on 80 percent of the country’s land area. Think about your classroom. About 80 percent of the time, do the same 20 percent of students raise their hand? Be on the lookout for examples of the Pareto Principle!

Rural counties tend to be poorer than urban counties. Rural counties also have higher unemployment, lower educational attainment, fewer highly skilled jobs, and greater dependency on government funds. Because of the socioeconomic challenges rural areas face, these areas may be vulnerable to climate change in some ways while not as vulnerable in other ways. When something is vulnerable, it is open to attack or damage. For example, rural areas are expected to experience more negative impacts from the change in agriculture due to climate change than urban areas experience. However, rural areas may not experience as many extreme heat events as urban areas. The scientists in this study were interested in studying how climate change may impact rural areas in the United States.

 

Reflection Section

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Methods

The scientists collected journal articles, government reports, and other publications about climate change. The scientists read all of the information and organized it into three areas. The three areas were human health, indigenous communities, and economic impacts. Much of the literature did not specifically address social and economic effects of climate change, so the scientists made inferences about these effects.

 

The inferences were based on general climate models (GCMs). GCMs are computer models that allow people to create long-term weather forecasts and predict future changes in climate. These models use mathematical equations to simulate the interactions of things like water, atmosphere, land surfaces, and ice. These equations are then run through computers and interpreted by scientists.

 

Reflection Section

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Findings

The scientists made a variety of inferences and determinations based on the climate change literature they read. Below you will read about some of the inferences they made about rural areas in each of the following areas: impacts on human health, impacts on indigenous populations, and economic impacts.

 

Impacts on Human Health

The scientists looked at direct and indirect impacts when they studied human health impacts in rural areas. The scientists found that direct impacts resulted from increased exposure to temperature and extreme weather. The scientists found that rural areas may be less vulnerable to extreme heat events than cities due to the heat island effect. Additionally, rural areas typically have more vegetation. The increased vegetation provides more shade and cooling from evaporation (figs. 4a and 4b).

 

The scientists also found that indirect impacts from disease and infection could potentially have a negative impact on rural communities. Heavy downpours, for example, could lead to an increase in sediment runoff into waterways. This increase in sediment in the waterways could lead to an increase in waterborne diseases.

 

 

Rural area with vegetation in Alaska

Figure 4a. Rural area with vegetation in Alaska. Photo by Babs McDonald.

Mountain rage with lots of vegetation

Figure 4b. Rural area with vegetation in North Carolina. Photo by Babs McDonald.

What Is the Heat Island Effect?

The heat island effect refers to the fact that concrete and asphalt in cities absorb and hold heat. The tall buildings in cities prevent heat from dissipating. Air flow is also reduced. All of these elements combine to create an area of greater heat (fig. 5). According to the U.S. Environmental Protection Agency, areas that experience the heat island effect can have a mean annual temperature 1.8–5.4 ºF higher than surrounding rural areas. For additional information, visit http://www.epa.gov/hiri/.

A graph shwoing thedifference between the daytime and nighttime surface temperature in urban versus rural areas
Figure 5. Look at the graph. Notice the difference between the daytime and nighttime surface temperature in urban versus rural areas. What else do you notice in this graph? Graph courtesy of the U.S. Environmental Protection agency.

Impacts on Indigenous Communities

Many indigenous communities are located in rural areas. The scientists found that communities such as Native American communities and Native Alaskan communities may experience negative impacts from climate change. For example, it is estimated that climate change may increase flooding and erosion by 86 percent in Native Alaskan communities (fig. 6).

 

Mountains scape with an arctic ground squirrel in the corner
Figure 6. Alaska has beautiful landscapes. Notice the arctic ground squirrel in the photo. Native Alaskans and others living in Alaska may see this landscape change as a result of a changing climate. Photo by Tim Rains, national Park Service.

 

Native American communities and other indigenous communities are not as flexible in terms of moving to different areas. In the case of Native Americans, some of these people live on land that is specially protected for them (fig. 7). Therefore, if the climate changes and creates problems in the area that they live, they may not be as likely to change location as some other people. Additionally, access to traditional food sources and ways of collecting and sharing food may be impacted.

 

A mountain area with  many trees
Figure 7. Qualla boundary of the Cherokee Indian reservation. Photo courtesy of Richard Weisser and
http://www.smokyphotos.com.

 

Economic Impacts

The scientists examined six different areas in the category of economic impacts. The scientists examined agriculture, recreation and tourism, forestry, water, fisheries, and energy. Below are examples from the two areas of agriculture and forestry.

 

Agriculture takes place largely in rural areas because of the amount of land required for agricultural activities. The impact of climate change on agricultural activities, therefore, directly affects rural areas. Some crop plants, for example, may not be able to grow in areas that they traditionally grew in due to increases in the average temperature. The change in crop location may benefit where crops are able to grow and may benefit some rural areas while it may devastate other rural areas. Additionally, a warming climate may cause crops to develop and bloom too early which may expose these plants to late season frosts. Another example can be found in the dairy industry. The dairy industry can be affected by climate change because dairy cows’ productivity decreases when the temperature goes above 77 ºF.

 

Another area of possible economic impact for rural areas is forestry. Depending on how the temperature changes due to climate change, scientists have made projections about what types of trees will grow in different areas (fig. 8).

 

A model of past and future tree species in the eastern half of the U.S.
Figure 8. Look at each of the states. Compare the recent past
to the projected future. What do you notice about how the
tree species will change?

 

If forests in the South and Northeast shift to oak and hickory trees instead of softwoods like pine trees, then the wood and pulp industry may experience large losses. These losses would impact rural communities because many people in these rural areas make their living from working in the wood and pulp industry.

 

 

Number Crunch

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Reflection Section

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Discussion

The potential impacts of climate change on rural areas include increased risks to human health, changes to agriculture and forestry, and increased demand on water resources. Other potential impacts include those from increased stress on fisheries, changes to tourism and recreation, negative effects on indigenous communities, and other adverse impacts related to extreme weather events.

 

The scientists recommend doing additional research that focuses on rural areas’ ability to adapt to climate change. Researchers need to look at the costs of adapting to climate change. They also should explore what problems may arise when rural communities adapt to this change, and the consequences of climate change for rural communities. This type of research would allow rural communities to prepare for a changing climate and may help reduce negative impacts from climate change.

 

The scientists also recommend examining alternative energy sources as a way to help rural areas. Solar energy and wind energy, for example, may help reduce the negative impacts of climate change on rural areas. The scientists warn, however, that the focus on alternative energy should take into account the predictions for climate change.

 

The scientists recommend that some policies should be developed to help rural areas adapt to a changing climate. With these policies in place, rural areas will be better prepared for the potential impacts of climate change and may be able to more quickly adapt and respond to changes.

 

Extreme Weather Events in the News

In October and November 2012, Hurricane Sandy moved up the Eastern United States coastline. In November 2013, Typhoon Haiyan moved across the Philippines in the Western Pacific Ocean and into Vietnam. Some people wondered if these two extreme weather events, which caused damage to human communities and to the environment, were related to climate change. On the Internet or in your school’s media center, conduct research on these and other recent extreme weather events. Share your findings with your classmates. Hold a class discussion about extreme weather events and climate change. Do you think they are related? Why or why not?

 

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PDF preview of Natural IQ Climate Change cover. The cover is a photo of a woman holding a large measuring device in a river.

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Natural IQ - Vol. 1 No. 1

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  • PDF preview of the Wide Open Spaces FACTivity.
    The question you will answer in this FACTivity is: How do I effectively explain the possible effects of climate change to people that live in rural areas? This FACTivity includes...

    FACTivity – Wide Open Spaces

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Group Activity
    • Presentation
    • Rural Areas
    The question you will answer in this FACTivity is: How do I effectively explain the possible effects of climate change to people that live in rural areas? This FACTivity includes...
    • Explore Activity
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Jump To

  • Education Standards
  • Educator Guide
  • Lesson Plans
  • Education Files
  • Project Learning Tree

Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ESS2.D-M1
    Weather and climate are influenced by interactions involving Sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
  • ESS2.D-M2
    Because these patterns are so complex, weather can only be predicted probabilistically.
  • ESS3.A-M1
    Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
  • ESS3.B-M1
    Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces, can help forecast the locations and likelihoods of future events.
  • 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.
  • ESS3.C-M2
    Typically as human populations and per capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
  • ESS3.D-M1
    Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities.
  • LS2.A-M1
    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
  • Cite specific textual evidence to support analysis of science and technical texts.
  • By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
  • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
  • Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
  • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
  • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
  • People, Places, and Environments
  • Production, Distribution, and Consumption
  • 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.

 

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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

  • Questions Only Lesson Plan PDF preview
    Use Bloom’s Taxonomy and an adaptation of the “questions only” reading strategy to help students read and understand a Natural Inquirer article. Note: This lesson plan can be used with...

    Lesson Plan – Questions Only

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • Critical thinking
    • Guided reading
    • Reading strategy
    Use Bloom’s Taxonomy and an adaptation of the “questions only” reading strategy to help students read and understand a Natural Inquirer article. Note: This lesson plan can be used with...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
  • PDF Preview of the Paragraph by Paragraph Lesson Plan
    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

    • 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
    • Graphic Organizer
    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)
  • PDF Preview of the Venn Diagram Lesson Plan
    Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.

    Lesson Plan – Venn Diagram

    • 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
    • Graphic Organizer
    Ask students to compare and contrast two articles using a Venn diagram. This lesson plan can be used with any Natural Inquirer article.
    • 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-trained educator, you may also use the following activities as an added resource: “Our Changing World” or “The Global Climate.”

Glossary

View All Glossary
  • adverse

    (ad vərs): Results in negative effects.

  • agriculture

    (a gri kəl chər): The science or practice of preparing the soil, producing crops, and raising livestock.

  • attainment

    (ə tān mənt): To have possession of.

  • deforestation

    (dē for ə stā shən): The action or process of clearing of forests; also, the state of having been cleared of forests.

  • depletion

    (de plē shən): The state of having most or all of something being used.

  • devastate

    (de və stāt): To ruin or destroy.

  • dissipate

    (di sə pāt): To break up and scatter or vanish.

  • economics

    (ek ǝ nä miks): A social science concerned chiefly with description and analysis of the production, distribution, and consumption of goods and services.

  • fisheries

    (fi shə rēz): Places for catching fish or other sea animals.

  • forestry

    (for ə strē): The science and management of growing trees and timber.

  • indigenous

    (in di jə nəs): Produced, growing, living, or occurring naturally in a particular region or environment.

  • inference

    (in f(ə-) rən(t)s): Conclusion or opinion that is formed because of known facts or evidence.

  • policy

    (pä lə sē): A course of action chosen in order to guide people in making decisions.

  • pulp

    (pəlp): A material prepared by chemical or mechanical means from various materials (such as wood) for use in making paper products.

  • sediment

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

  • simulate

    (sim yǝ lāt): To make an imitation (or copy or model) by one system or process of the way in which another system or process works.

  • socioeconomic

    Of, relating to, or involving a combination of social and economic factors.

  • softwood

    (soft wüd): The wood of a coniferous tree (such as fir or pine).

  • Photo of Janaki Alavalapati with the ocean behind him.

    Janaki Alavalapati

    Economist | Policy Analyst

    My favorite science experience was a survey we did to explore factors influencing the degradation of Nyungwe Forest, Rwanda. One individual’s response was, “I make more money by working in...
    View Profile
  • Headshot of Pankaj Lal. He stands in front of a large tree trunk.

    Pankaj Lal

    Economist

    My favorite science experience is using the principles of economics to solve environmental problems. These problems include deforestation, other natural resource depletion, climate change, and pollution control. I believe that...
    View Profile
  • Photo of Evan Mercer.

    Evan Mercer

    Forest Economist

    One of my favorite science experiences was finding ways to help poor farmers in isolated mountain villages in the Philippines improve their farms. The villages were groups of 15-20 small...
    View Profile

Jump To

  • Additional Resources

Additional Resources

  • PBS Harriman Expedition Retraced - Alaska Native Communities

    Learn more about the Alaska Native Communities.

    Visit Website
  • NASA's Climate Kids

    Learn more about the climate games and resources available for students.

    Visit Website
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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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