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  • Woolly Bully: Estimating the Effect of an Invasive Insect on an Area’s Water Cycle
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Woolly Bully: Estimating the Effect of an Invasive Insect on an Area’s Water Cycle

  • Article
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Insects
  • Water
  • Coweeta Hydrologic Laboratory
  • Eastern Hemlock
  • Experimental Forests
  • Hemlock Woolly Adelgid
  • Humidity
  • Invasive Species
  • Phloem
  • Rivers and Streams
  • Stomata
  • Streamflow
  • Transpiration
  • Water Cycle
  • Watershed
  • Xylem
Illustration of hemlock branches with cones
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Water is constantly moving throughout the natural environment. Some scientists study the flow of water into, out of, and held within particular natural areas. Trees play a role in the flow of water by absorbing groundwater, releasing water as water vapor through its leaves, and slowing down runoff. In the forests of the southern Appalachian mountains, eastern hemlock trees make up about half the living plant material along mountain streams. However, these trees are being attacked by an invasive species called the hemlock woolly adelgid. Scientists in this article want to know how the flow of water might change near mountain streams if the eastern hemlock trees are killed by the hemlock woolly adelgid.

Woolly Bully: Estimating the Effect of an Invasive Insect on an Area’s Water Cycle

Jump To

  • Meet the Scientists!
  • Thinking About Science
  • Thinking About the Environment
  • Introduction
  • Method
  • Findings
  • Discussion

Meet the Scientists!

Chelcy Ford-Miniat

Chelcy Ford-Miniat

Ecophysiologist

As a tree ecophysiologist, I study the various functions of trees in relation to the area in which they are growing. One aspect of my research that I enjoy more... Read Full Bio
James Vose

James Vose

Forest Ecologist

I grew up near the city of Chicago, and I lived in a very crowded neighborhood. I spent Saturdays with my uncle who lived on a farm surrounded by woods.... Read Full Bio

Thinking About Science

To get answers to their questions, scientists often collect and record new pieces of information. These pieces
of information are called data. Although data can be in the form of words or even pictures, most data are numeric. Using technology, some data can be collected and recorded automatically. For example, equipment placed in a particular location might collect and record the hourly air temperature over months and even years.

 

In this research, the scientists were interested in how water moves through a tree over a 24-hour period. The scientists used technology to measure and record the inside temperature of a tree’s trunk. The inside temperature was used to estimate how much water is moving from a tree’s roots to its leaves. The equipment measured and recorded the temperature every 30 seconds. Every 15 minutes, the equipment calculated the average temperature and recorded it. The equipment did this continuously from April 2004 until November 2005.

 

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Thinking About the Environment

You know that all living things, including trees, need water to survive. Trees take water in through their roots and send it throughout the tree, all the way to the leaves. When the water reaches the leaves, it is released into the air. Water is released in the form of water vapor, and it exits the leaves through stomata in the leaves (figure 1). Stomata are like the pores in your own skin, and they allow carbon dioxide to enter the leaf and water vapor to exit. They also allow oxygen to exit the leaf. When water vapor exits a tree through its stomata, scientists call this transpiration. The stomata close at night and transpiration stops. In turn, water movement into the tree’s roots from the soil slows down. Think about using a straw to drink liquid. If you stop sucking, the liquid does not flow into the straw. As you can see, a tree has a daily cycle, just like other living things. How is a daily cycle evident in humans? In what way is this like a tree’s daily cycle?

 

A graphic showing how stoma are special cells in a leaf that allow carbon dioxide to enter and water vapor and oxygen to escape.
Figure 1. Stomata are special cells in a leaf that allow carbon dioxide to enter and water vapor and oxygen to escape. Adapted from http://evolution.berkeley.edu/evolibrary.

 

In this study, the scientists were interested in how much water a certain kind of tree species transpires every day and over a period of time. They know that when trees take up water from the ground and then transpire, trees are playing a role in the ecosystem. In this instance, trees are contributing to the ecosystem by taking water out of the ground during the day and releasing it back into the air as water vapor.

 

 


Introduction

Water is important to all life. Water is constantly moving throughout the natural environment. Think of rain and snowfall, of streams and rivers, and of evaporation. You probably have studied the water cycle (figure 2).

 

An illustration of the water cycle
Figure 2. The water cycle.

 

As you know, some water is held underground, and this is called groundwater. Groundwater flows through soil, sand, and between stone underground. Eventually, some groundwater flows into streams and rivers. Some scientists study the flow of water into, out of, and held within particular natural areas (figure 3). They are interested in all of the things that might affect water’s normal flow. If the normal flow of water is disrupted, the plants and animals living in the area and downstream will be affected.

 

a graphic showing the flow of water in a forested area

 

Trees play a role in the flow of water in forested ecosystems. During the day, trees absorb groundwater through their roots. This water is pulled up the tree, and the tree releases the water as water vapor through stomata in its leaves (see “Thinking About the Environment” (figure 1)). At night, these processes slow down or stop (figures 4 and 5).

 

 

Two graphics. On the left water is moving up a tree. On the right water is moving slower because it is nighttime.

 

In the forests of the southern Appalachian mountains, eastern hemlock trees grow near mountain streams from north Georgia and northeastward (figures 6a and 6b).

 

Eastern Hemlock Tree

Figures 6a. Eastern hemlock tree. Photo
courtesy of the Pennsylvania Department of Conservation and Natural Resources and http://www.bugwood.org.

A close up of the needles on the eastern hemlock tree

Figure 6b. A closer look at the needles of an eastern hemlock tree. Photo by Paul Wray, Iowa State University and courtesy of http://www.bugwood.org.

There are so many of these trees, they make up about half of the living plant material near mountain streams (figure 7). Eastern hemlock trees are evergreen, unlike most of the other trees growing in the southern Appalachian mountains. The needles of hemlock trees only live for 3 years, then they die and fall off of the tree.

 

Eastern hemlock trees
Figure 7. Eastern hemlock trees growing near a southern Appalachian mountain stream.

 

Hemlock trees are now threatened by a nonnative invasive insect called the hemlock woolly adelgid (figure 8). Nonnative means that it is not naturally found in the area. Hemlock trees in the southern part of the Appalachian Mountains are in more danger than hemlock trees growing farther north. This is because colder winters in the north slow the reproduction of the adelgid.

 

A photo of an adult hemlock woolly adelgid and an illustration of one
Figure 8. Adult hemlock woolly adelgid and eggs. Photo courtesy of Michael Montgomery, Forest Service, and http://www.bugwood.org.

 

The hemlock woolly adelgid was accidently brought on ships from Asia to the Northwestern United States in 1924. It has been spreading ever since. This insect’s larva feed at the base of hemlock needles, eating sugars stored in the twigs where the needles are attached. Sugar is a carbohydrate. Trees store carbohydrates for energy. Carbohydrates are used by trees to protect new buds over the winter. Carbohydrates are also used by trees to grow leaves and needles in the spring. When the larva feeds, it takes carbohydrates from the tree. In the fall and winter, therefore, buds cannot be protected. In the spring, new needles cannot be formed. In the third year after being attacked by the adelgid, the hemlock tree begins to die (figures 9 and 10).

 

 

White egg masses and a small bug crawling over it

Figure 9. A hemlock woolly adelgid crawler. The sign of the adelgid’s egg capsule is a white, cottony mass on the needles. The eggs hatch from the woolly egg capsules and have legs for a short time. They crawl to a suitable
feeding site, then settle there. They stay in one place while feeding and developing. (Photo courtesy of Pennsylvania Department of Natural Resources and Conservation,
Forestry Archive and http://www.bugwood.org.).

A valley with living and dead trees

Figure 10. Many of the hemlock trees in this valley have been killed by the hemlock woolly adelgid. Photo courtesy of the USDA Forest Service, Southern Research Station and http://www.bugwood.org.

Remember, all trees are a part of the water cycle. They absorb groundwater and release water vapor. Their leaves and needles also slow rainfall by intercepting raindrops. Some of the raindrops evaporate off the leaves and bark. This reduces the amount of rainfall falling on the soil. When this happens, the soil absorbs rain more slowly and this reduces runoff. As you can see, trees can have a big impact on the flow of water through a forest. The question the scientists in this study wanted to answer was: How might the flow of water change in areas near mountain streams if eastern hemlock trees are killed by the hemlock woolly adelgid?

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Method

The scientists studied an area along a stream in the mountains of western North Carolina (figure 11). At least 50 percent of the vegetation in the area was eastern hemlock. This area receives an average of 1821 mm (millimeters) of rain every year.

A graphic of the U.S. highlighting North Carolina and the Natahala Mountains
Figure 11. The Nantahala (nan tuh ha la) mountains are in western North Carolina.

Recall that trees take in water through their roots, and the water flows up to the leaves. Water also flows downward through a tree. The water in trees, when combined with other substances, is called sap. The sap that flows upward is mostly made up of water. This is called xylem sap. The sap that flows downward also contains sugars, salts, and minerals. This is called phloem sap. Not surprisingly, the woody material through which xylem sap flows is called sapwood (figure 12).

A graphic showing sap flow through a tree cookie
Figure 12. The xylem sap flows through a tree’s sapwood.

The scientists placed two probes in the trunks of 16 different hemlock trees, so that both probes went into
the xylem sapwood (figures 13a and 13b). The 16 trees were a variety of sizes. One probe was placed 5 cm (centimeters) directly above the other. The top probe was heated. The temperature of the sapwood was measured at both probes. The difference in the temperatures enabled the scientists to estimate the amount of xylem sap flowing up the tree. Recall from “Thinking About Science” that the temperatures were automatically measured and recorded every 30 seconds, and everyv15 minutes an average was calculated and recorded. The scientists collected these data from April 2004 until November 2005.

Probe in a tree

Figure 13a. The probes were placed into the tree’s sapwood.

Probes in trees

Figure 13b. The trees were labeled.

Think about the air around you. You know that air holds some water, because some days are more humid than others. When the relative humidity is high, there is more water in the air. If the air around a tree has close to the maximum amount of water it can hold, then trees will not transpire very much.

 

The scientists measured weather data, such as temperature and relative humidity. The scientists used these data to calculate the amount of water in the air at different temperatures. They also identified the total amount of water the air was able to hold at each temperature. The temperature and relative humidity were recorded every minute (figure 14). The equipment calculated and recorded the average temperature and relative humidity every 15 minutes.

 

Weather instruments
Figure 14. Weather data were measured and recorded automatically.

 

Recall that the scientists measured the amount of xylem sap flowing upward in each of the 16 trees. Once the scientists had this information for the 16 trees, they estimated how much water all of the eastern hemlock trees in the study area would transpire in total, depending on the weather conditions for each day and season. They were then able to estimate how much groundwater the roots pulled in and the trees transpired every 15 minutes.

 

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Findings

The scientists found that eastern hemlock trees used water all year, but they used more water in the spring than in any other season. Since trees do not transpire at night, more water flows from the ground into the streams at night, raising the streamflow at night. Less water flows into the streams during the day, because groundwater is taken up by the trees’ roots. The scientists found that hemlocks were quick to respond to changes in relative humidity. For example, if relative humidity decreased, the amount of water flowing up the tree increased after about 15 minutes.

 

If all of the eastern hemlock trees in the study area were killed by the hemlock woolly adelgid, the scientists predicted the following would happen to the water flow in the area near the stream.

 

The amount of transpiration in the area would be reduced, especially in the winter and spring, thus increasing the amount of water in the soil. This would lead to more groundwater flowing into streams during the day, leading to a more even flow of groundwater into streams both day and night (figure 15).

 

A graph showing streamflow throughout three days in trees with and without adelgid presence
Figure 15. The amount of streamflow during a typical cycle of day and night (solid line) and the amount of streamflow likely after the death of eastern hemlock trees in the area (broken line). This figure shows that there will be a greater streamflow after the hemlocks have died. The streamflow will also be more even across day and nighttime.

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Discussion

If the hemlock woolly adelgid were to kill all of the hemlock trees in the southern Appalachian mountains, the flow of water in that area would be different than it is now. This would probably bring many other changes to the natural area and to areas downstream. For example, more water in streams might affect animals that live in the streams. There may be more soil washed into the streams. This would reduce the quality of the soil left behind and add soil particles to the stream water. These changes would affect plants as well as animals that
live in the area and the areas downstream.

 

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Article adapted from: Ford, Chelcy R. and Vose, James M. 2007. Tsuga canadensis (L.) Carr. mortality will impact hydrologic processes in southern Appalachian forest ecosystems. Ecological Applications, 17(4), pp. 1156-1167.
http://www.srs.fs.usda.gov/pubs/ja/ja_ford006.pdf.

Front cover of the Woolly Bully Natural Inquirer monograph. Illustration showing a hemlock tree.

Part Of

Woolly Bully - Vol. 1 No. 3

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  • PDF Preview of the Woolly Bully FACTivity.
    In this FACTivity, you will answer the question: How much water is transpired by a tree during daylight hours?

    FACTivity – Woolly Bully

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Water
    • Experiment
    • Outdoor Activity
    • Transpiration
    • Tree Science
    In this FACTivity, you will answer the question: How much water is transpired by a tree during daylight hours?
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    Woolly Bully - Vol. 1 No. 3

  • PDF preview of the word search in Woolly Bully
    Test your knowledge on invasive species, runoff, and humidity.

    Word Search – Woolly Bully

    • Activity
    • Middle School
    • Less than 30 minutes
    • Active Forest Management
    • Water
    • Ecology
    • Invasive Species
    • Vocabulary
    • Water
    Test your knowledge on invasive species, runoff, and humidity.
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  • PDF preview for the Woolly Bully Crossword
    Test your knowledge on water, invasive species, and ecology.

    Crossword – Woolly Bully

    • Activity
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    • Less than 30 minutes
    • Hemlock Woolly Adelgid
    • Invasive Species
    • Vocabulary
    Test your knowledge on water, invasive species, and ecology.
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  • PDF preview of the Experimental Forest and Range Spotlight on Coweeta Experimental Forest
    Learn more about the Coweeta Experimental Forest in western North Carolina. Coweeta Experimental Forest is part of the Forest Service’s system of experimental forests and ranges and was established in...

    Spotlight on Experimental Forests and Ranges: Coweeta Experimental Forest

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    • Water
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    Learn more about the Coweeta Experimental Forest in western North Carolina. Coweeta Experimental Forest is part of the Forest Service’s system of experimental forests and ranges and was established in...
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  • Education Standards
  • Educator Guide
  • Lesson Plans
  • Education Files

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.C-M1
    Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.
  • ESS2.C-M5
    Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.
  • ESS3.C-M1
    Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
  • LS1.A-M2
    Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.
  • LS1.A-M3
    In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.
  • LS1.C-M1
    Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
  • LS1.C-M2
    Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
  • LS2.A-M1
    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
  • LS2.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.C-M1
    Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
  • 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.
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 Monograph?

3 Natural Inquirer monograph covers.

 

A Natural Inquirer monograph is a short publication that focuses on a single research study. Monographs are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students.

Monographs include:

  • One article based on a published, peer-reviewed research paper; the article keeps the research paper format (see more below) but is written in language students can understand.
  • A FACTivity, 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 monograph may have two FACTivities.
  • A short “Welcome to the monograph” article about key background information and science concepts.
  • A glossary of new terms from the article or the introductory materials.
  • A list of related Natural Inquirer publications as well as outside references.
  • Standards correlations, including Next Generation Science Standards, addressed in both the article and the FACTivity.

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

 

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Reading Modes

Monographs are available in three different formats:

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  • The “Read Distraction Free” option allows the monograph article to open in its own window, without the rest of the website being visible. “Read Distraction Free” is available on the article version of the monograph, which can be opened 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 monograph 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 monograph 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 article
  • A glossary of all boldfaced terms from the article
  • A “Scientists and Collaborators” page that lists the people involved in the study; 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 monograph articles are reviewed by scientists who conducted the original research study to verify scientific accuracy. Monographs are also reviewed by student editorial review boards of middle or high school students before publication. Additionally, all monographs 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 monograph 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 monograph 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 Citizen Science Lesson Plan.
    In this lesson, students will use graphic organizers to help guide their reading of an article. Materials: Graphic organizers (included) Writing utensil This lesson plan can be used with any...

    Lesson Plan – Reading Graphic Organizers

    • Lesson Plan
    • 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
    • Guided reading
    • Reading for Information
    • Reflection
    In this lesson, students will use graphic organizers to help guide their reading of an article. Materials: Graphic organizers (included) Writing utensil This lesson plan can be used with any...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Citizen Science - Vol. 19 No. 1

  • PDF preview of Freshwater lesson plan.
    In this lesson, students will create a storyboard to graphically represent the main points from the research article they read. This lesson plan can be used with any Natural Inquirer...

    Lesson Plan – Storyboard

    • 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
    • Creative
    • Guided reading
    • Story Telling
    In this lesson, students will create a storyboard to graphically represent the main points from the research article they read. This lesson plan can be used with any Natural Inquirer...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Freshwater - Vol. 18 No. 1

Education Files

Glossary

View All Glossary
  • average

    (av (ǝ) rij): A value that is computed by dividing the sum of a set of terms by the number of terms.

  • carbohydrate

    (kär bō hī drāt): Any of various compounds of carbon, hydrogen, and oxygen (as sugars, starches, or celluloses) most of which are formed by plants and are a major animal food.

  • data

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

  • ecological

    (ē kə lä ji kəl): Of or relating to the environments of living things or to the relationships between living things and their environments.

  • ecology

    (i kä lǝ gē): A branch of science concerned with the relationships between living things and their environment.

  • ecosystem

    (ē kō sis tǝm): A system made up of an ecological community of living things interacting with their environment especially under natural conditions.

  • edible

    (e də bəl): Fit to be eaten.

  • humid

    (hyü məd): Damp, moist.

  • invasive

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

  • larva

    (lär ve): (plural “larvae”) The immature, wingless, and often wormlike feeding form that hatches from the egg of many insects.

  • nonnative

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

  • numeric

    (nu̇ mer ik): Having to do with numbers or a system of numbers.

  • runoff

    (rən ȯf): Water from rain or snow that flows over the surface of the ground and finally into streams.

  • species

    (spē sēz or spē shēz): A category of living things that ranks below a genus, is made up of related individuals able to produce fertile offspring, and is identified by a two-part scientific name.

  • Dr. Chelcy Ford-Miniat facing away from the camera, looking at a mountain

    Chelcy Ford-Miniat

    Ecophysiologist

    As a tree ecophysiologist, I study the various functions of trees in relation to the area in which they are growing. One aspect of my research that I enjoy more...
    View Profile
  • Dr. James Vose

    James Vose

    Forest Ecologist

    I grew up near the city of Chicago, and I lived in a very crowded neighborhood. I spent Saturdays with my uncle who lived on a farm surrounded by woods....
    View Profile

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • A pdf preview of the first page of "What Lies Beneath"
    The cascade of effects that result from the presence of a tiny invasive species can be fascinating, surprising, and maybe more extensive than one would expect. In this case, scientists...

    What Lies Beneath: Estimating the Effect of an Invasive Insect on an Area’s Water Cycle

    • Article
    • Adult
    • High School
    • Middle School
    • Less than 30 minutes
    • Insects
    • Water
    • Coweeta Hydrologic Laboratory
    • Hemlock Woolly Adelgid
    • Invasive Insect
    • North Carolina
    • Photosynthesis
    • River Ecosystems
    • Sedimentation
    • Soil Quality
    • Streamflow
    • Transpiration
    • Tree Death
    The cascade of effects that result from the presence of a tiny invasive species can be fascinating, surprising, and maybe more extensive than one would expect. In this case, scientists...
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free

Additional Resources

  • USDA Forest Service: Experimental Forests and Ranges

    Did you know? The Forest Service’s network of long-term experimental areas, commonly referred to as Experimental Forests and Ranges (EFRs), is the largest and longest-lived ecological research network in the United States. The current network of 84 Experimental Forests and Ranges has been established progressively since 1908; many sites are more than 60 years old.

    Visit Website
  • USDA Forest Service: Hemlock Woolly Adelgid

    In the early 1950s, a small, aphid-like insect was first observed feeding on hemlock in Virginia. This insect was the hemlock woolly adelgid (HWA), Adelges tsugae (Annand), an exotic pest native to Japan and China. The HWA has since spread to 17 eastern states where it attacks two species of hemlock – the eastern hemlock and Carolina hemlock. Learn more!

    Visit Website
  • Harvard LTER Schoolyard Program

    Since 2004, the Harvard Forest Schoolyard Ecology program has supported classrooms in collecting authentic ecological field data in their own local schoolyards.

    Visit Website
  • National Invasive Species Center: Hemlock Woolly Adelgid

    Learn all about the Hemlock Woolly Adelgid!

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

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

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