Ecosystem Services - Vol. 12 No. 1 - Natural Inquirer

Ecosystem Services - Vol. 12 No. 1 - Natural Inquirer
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Ecosystem Services – Vol. 12 No. 1
Journal
Middle School
Wilderness
Wildlife
Amphibians
Biodiversity
Carbon Storage
Classification of Living Things
Drought
Erosion
Flooding
Freshwater
Habitat
Indicator Species
Invasive Species
Nonnative
Restoration
Vegetation
Wetlands
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Ecosystem services are the benefits that nature provides through natural processes. For example, plants provide clean air, natural fire helps cycle nutrients, and bats act as insect control. Ecosystem services are valued by people, even if people do not always think about where these services come from. The identification of ecosystem services enables scientists to show people that ecosystems are important to everyone. Learn more about ecosystem services in this edition and then look around you to see how ecosystems benefit your community!
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Highlights
4 Articles
6 Activities
1 Lesson Plan
Most rivers in the United States are now regulated. A regulated river is one whose flow is controlled by dams. The regulation of rivers, however, alters the relationship between rivers...
Toad-ally Awesome! Investigating the Relationship Between Flooding and Toad Reproduction Along the Rio Grande
Article
Middle School
1 Classroom Period
Water
Wildlife
Amphibian
Bosque
Dams
Environment
Floodplains
Floods
Habitat
Rainfall
Rio Grande
Rivers
Toads
Most rivers in the United States are now regulated. A regulated river is one whose flow is controlled by dams. The regulation of rivers, however, alters the relationship between rivers...
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Part Of
Ecosystem Services - Vol. 12 No. 1
This article looks at how long-term weather patterns affect freshwater wetlands. Specifically, scientists looked at freshwater wetlands called Carolina bays – shallow depressions in forests that fill with rainfall during...
What Goes Around Comes Around: How Long-Term Weather Patterns Affect Plants in Carolina Bay Wetlands
Article
Middle School
1 Classroom Period
Water
Wilderness
Classification of Living Things
Cyclical Model
Directional Model
Drought
Ecosystem Services
Freshwater
Indicator Species
Vegetation
Wetlands
This article looks at how long-term weather patterns affect freshwater wetlands. Specifically, scientists looked at freshwater wetlands called Carolina bays – shallow depressions in forests that fill with rainfall during...
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Part Of
Ecosystem Services - Vol. 12 No. 1
Globalization causes many things to happen. For the scientists in this study, globalization has increased the spread of invasive species. If scientists can predict the spread of invasive species, the...
Think Outside the Box: Predicting the Spread of Invasive Species
Article
Middle School
1 Classroom Period
Wildlife
Globalization
Invasive Species
Nonnative
Scales
The Great Lakes
Zebra Mussel
Globalization causes many things to happen. For the scientists in this study, globalization has increased the spread of invasive species. If scientists can predict the spread of invasive species, the...
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Part Of
Ecosystem Services - Vol. 12 No. 1
In this article, scientists explore the different ecosystem services provided by prairie potholes such as soil nutrients, absorbing carbon, and reducing soil erosion.
Fill Those Potholes! Identifying Ecosystem Services of Small Wetlands on the American Prairie
Article
Middle School
1 Classroom Period
Agriculture
Carbon
Water
Wilderness
Wildlife
Biodiversity
Carbon Storage
Climate Change
Erosion
Flooding
Habitat
Natural Resources
Prairie Potholes
Restoration
In this article, scientists explore the different ecosystem services provided by prairie potholes such as soil nutrients, absorbing carbon, and reducing soil erosion.
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Part Of
Ecosystem Services - Vol. 12 No. 1
You learned in this article that flooding can provide a service to the toads living along the Rio Grande in New Mexico. When flooding occurs in the spring, wet areas...
FACTivity – Toad-ally Awesome
Activity
Middle School
2-3 Classroom Periods
Water
Compare and Contrast
Ecosystem Services
Flooding
Freshwater
Graphic Organizer
Toads
You learned in this article that flooding can provide a service to the toads living along the Rio Grande in New Mexico. When flooding occurs in the spring, wet areas...
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Part Of
Toad-ally Awesome! Investigating the Relationship Between Flooding and Toad Reproduction Along the Rio Grande
This FACTivity will represent the methods the scientists used to collect vegetation data in the study. The question students will answer in this FACTivity is: How well does sampling work...
FACTivity – What Goes Around Comes Around
Activity
Middle School
1 Classroom Period
Wilderness
Indoor Activity
Outdoor Activity
Population
Sample Areas
Sampling
Study Design
Vegetation
Wetlands
This FACTivity will represent the methods the scientists used to collect vegetation data in the study. The question students will answer in this FACTivity is: How well does sampling work...
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Part Of
What Goes Around Comes Around: How Long-Term Weather Patterns Affect Plants in Carolina Bay Wetlands
In this activity, students will explore their schoolyard at different scales. The question students will answer is: What are the similarities and differences of the schoolyard ecosystem at different scales?
FACTivity – Thinking Outside the Box
Activity
Middle School
1 Classroom Period
Wildlife
Compare and Contrast
Ecosystem
Habitat
Observation
Outdoor Activity
Sampling
Scales
In this activity, students will explore their schoolyard at different scales. The question students will answer is: What are the similarities and differences of the schoolyard ecosystem at different scales?
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Part Of
Think Outside the Box: Predicting the Spread of Invasive Species
The question you will answer in this FACTivity is: What are other ecosystem services provided by the Nation’s natural resources? To complete this FACTivity, you will use what you’ve learned...
FACTivity – Fill Those Potholes
Activity
Middle School
1 Classroom Period
Wilderness
Wildlife
Biodiversity
Carbon Storage
Ecosystem Services
Erosion
Flooding
Habitat
Natural Resources
The question you will answer in this FACTivity is: What are other ecosystem services provided by the Nation’s natural resources? To complete this FACTivity, you will use what you’ve learned...
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Part Of
Fill Those Potholes! Identifying Ecosystem Services of Small Wetlands on the American Prairie
Test your knowledge on invasive species, invertebrates, and freshwater.
Word Search – Ecosystem Services
Activity
Middle School
Less than 30 minutes
Wilderness
Wildlife
Biodiversity
Conservation
Drought
Freshwater
Habitat
Vocabulary
Test your knowledge on invasive species, invertebrates, and freshwater.
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Part Of
Ecosystem Services - Vol. 12 No. 1
Test your knowledge on ecosystems, vegetation, and erosion.
Crossword – Ecosystem Services
Activity
Middle School
Less than 30 minutes
Wilderness
Wildlife
Classification
Conservation
Ecosystem Services
Erosion
Species
Vegetation
Vocabulary
Wetlands
Test your knowledge on ecosystems, vegetation, and erosion.
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Part Of
Ecosystem Services - Vol. 12 No. 1
Jump To
Education Standards
Educator Guide
Lesson Plans
Project Learning Tree
Standards addressed in this Journal:
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-M3
Global movements of water and its changes in form are propelled by sunlight and gravity.
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.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.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.
ETS1.A-M1
The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.
ETS1.B-M1
A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
ETS1.B-M2
There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
ETS1.B-M3
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
ETS1.B-M4
Models of all kinds are important for testing solutions.
ETS1.C-M1
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.
ETS1.C-M2
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
LS1.B-M2
Animals engage in characteristic behaviors that increase the odds of reproduction.
LS1.B-M4
Genetic factors as well as local conditions affect the growth of the adult plant.
LS2.A-M1
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
LS2.A-M2
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
LS2.A-M3
Growth of organisms and population increases are limited by access to resources.
LS2.A-M4
Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
LS2.B-M1
Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
LS2.C-M1
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
LS2.C-M2
Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
LS4.D-M1
Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
Cite specific textual evidence to support analysis of science and technical texts.
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
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.
Individuals, Groups, and Institutions
People, Places, and Environments
Science, Technology, and Society
Time, Continuity, and Change
What Is a Natural Inquirer Journal?
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.
Reading Modes
Journals are available in three different formats:
Hard copies
can be ordered from the website and shipped, all free of charge.
PDF versions
of the printed journal can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version. You can also download individual articles as pdfs.
The
“Read Distraction Free” option
allows the individual articles to open in their own window, without the rest of the website being visible. These articles can be found under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and Number Crunches. Students can enter their answers, submit them, and then receive the correct answers to double-check their work.
Submitted answers are not saved on the website and will disappear once the window is closed.
What's in a Natural Inquirer Article?
Here, we'll go into more detail about the parts of a Natural Inquirer article and give you some ideas about how they can be used.
Meet the Scientists
This section introduces the scientists (and others) who worked on the study. In their own words, they each share a memorable science experience, a favorite research project, or something they learned during the course of their education or research.
Use this section to
Introduce kids to the variety of people who work in science
Introduce kids to the variety of scientific fields and give brief descriptions of science-related jobs
Explore ways that people interact with science every day
Next Generation Science Standards (NGSS)
applications
Science and Engineering Practices
Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World
Note that specific standards for this particular 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.
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”).
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”).
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.
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.
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.
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.
Additional Resources on the Website
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
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.
Lessons
This lesson plan has students analyze how an article fits into the broader theme of the journal, specifically the Ecosystem Services edition of Natural Inquirer. Also included is a bonus...
Lesson Plan – Ecosystem Services
Lesson Plan
Middle School
2-3 Classroom Periods
This lesson plan has students analyze how an article fits into the broader theme of the journal, specifically the Ecosystem Services edition of Natural Inquirer. Also included is a bonus...
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Part Of
Ecosystem Services - Vol. 12 No. 1
Students create a chart to write what they know before reading, what they think they will learn from the article, and then what they learned from the article. This lesson...
Lesson Plan – K-W-L
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
Students create a chart to write what they know before reading, what they think they will learn from the article, and then what they learned from the article. This lesson...
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Download Lesson Plan (PDF)
Explore Lesson Plan
Download Lesson Plan (PDF)
Focus student understanding of the main idea of a paragraph in each section of a Natural Inquirer article through a reading and note-taking process. This lesson plan can be used with any...
Lesson Plan – Paragraph by Paragraph
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)
Project Learning Tree
If you are a Project Learning Tree-trained educator, you may use “By the Rivers of Babylon,” “Planet Diversity,” “Watch on Wetlands,” “Life on the Edge,” and “Rain Reasons” as additional resources.
Glossary
View All Glossary
agency
jən(t) sē): A part of a government that manages projects in a certain area.
annual
an
yə(-wə)l): (1) Covering the period of a year; (2) occurring or happening every year or once a year.
aquatic
(ǝ
kwä
tik): Growing or living in or often found in water.
biodiversity
(bī ō dǝ
vǝr
sǝ tē ): Biological variety in an environment as indicated by numbers of different species of plants and animals.
bosque
bäsk
): A wooded area near water or wetland areas.
breeding habitat
brē
diŋ
ha
bə tat): Environment where an animal nests and reproduces as opposed to where it lives during the rest of the year.
classification
(kla sə fə
kā
shən): Systematic arrangement in groups or categories according to established criteria.
collaboration
(kǝ la bǝ
rā
shǝn): The act of working together.
conservation
(kän(t) sər
vā
shən): A careful preservation and protection of something, especially planned management of a natural resource to prevent exploitation, destruction, or neglect.
cyclical
si
kli kǝl): Characterized by a series of events or actions that repeat themselves regularly and in the same order.
data
dā
tǝ
or
da
tǝ): Factual information (such as measurements or statistics) used as a basis for reasoning, discussion, or calculation.
deciduous
(di
si
jǝ wǝs): Having parts, like leaves, that fall off or shed seasonally or at a certain stage of development in the life cycle.
decomposition
(dē käm pə
zi
shən): The act or process of breaking up, such as by decaying or rotting.
drought
drau̇t
): A long period of dry weather.
economic
(ek ǝ
nä
mik): Of, relating to, or based on the production, distribution, and consumption of goods and services.
economy
(i
kä
nǝ mē): A system relating to the production, distribution, and consumption of goods and services in a country, area, or period.
ecosystem
kō sis tǝm): A system made up of an ecological community of living things interacting with their environment especially under natural conditions.
ecosystem
kō sis tǝm): A system made up of an ecological community of living things interacting with their environment especially under natural conditions.
ecosystem service
kō si stǝm
sǝr
vǝs): Any of the various benefits provided by plants, animals, and the communities they form.
ecosystem service
kō si stǝm
sǝr
vǝs): Any of the various benefits provided by plants, animals, and the communities they form.
erosion
(i
rō
zhǝn): The process of deteriorating or disappearing by wearing away.
flood plain
fləd
plān): Low flat land along a stream or river that may flood.
freshwater
fresh
wȯ
tǝr): (
adjective
) living in or taken from fresh water; (
noun
) water that is not salty.
geography
(jē
grə fē): A science that deals with the location of living and nonliving things on Earth and the way they affect one another.
globalization
(glō bə lə
zā
shən): The act or process or state of making worldwide in scope or application; especially, the development of an increasingly integrated global economy marked especially by free trade, free flow of capital, and the tapping of cheaper foreign labor markets.
grassland
gras
land): Land covered with herbs (like grasses and clover) rather than shrubs and trees.
habitat
ha
bә tat): The place or environment where a plant or animal naturally or normally lives and grows.
headwaters
hed
wȯ tərz): The beginning and upper part of a stream.
indicator
in
dǝ kā tǝr): Something that acts as a sign, symptom, or index of.
inhabitant
(in
ha
bə tənt): One that occupies a particular place regularly, routinely, or for a period of time.
invasive species
(in
vā
siv
spē
sēz): An organism that is not native to the place where it is found and tends to grow and spread easily usually to the detriment (harm) of native species and ecosystems.
land cover
land kə
vər): Data that documents how much of a region is covered by forests, wetlands, impervious surfaces, agriculture, and other land and water types, like wetlands or open water.
Definition from National Oceanic and Atmospheric Association (NOAA).
management
ma
nij mǝnt): The conducting or supervising of something.
marsh
märsh
): An area of soft wet land usually overgrown by grasses and sedges.
metamorphosis
(me tǝ
mȯr
fǝ sǝs): The process of basic and usually rather sudden change in the form and habits of some animals during transformation from an immature stage (as a tadpole or a caterpillar) to an adult stage (as a frog or a butterfly).
migratory
mī
grǝ tȯr ē): Of, relating to, or characterized by moving, usually periodically, from one region or climate to another for feeding or breeding.
model
mä
dǝl): (
noun
): (1) Type or kind; (2) a system of postulates, data, and inferences presented as a mathematical description of an entity or state of affairs.
verb
): To make a simplified copy or representation of something to help aid understanding.
natural resource
na
ch(ǝ) rǝl
rē
sȯrs): A feature or phenomenon in nature that enhances the quality of human life.
nonnative
(nän
nā
tiv): Not naturally occurring in an area.
nutrient
nü
trē ǝnt): A substance or ingredient that promotes growth, provides energy, and maintains life.
policy
pä
lə sē): A course of action chosen in order to guide people in making decisions.
pollinate
pä
lǝ nāt): To place pollen on the stigma of a flower, which fertilizes the flower and causes seeds to develop.
population
(pä pyǝ
lā
shǝn): The total of individuals occupying an area.
prairie
prer
ē): A large area of level or rolling grassland.
regulation
(re gyǝ
lā
shǝn): The act or state of bringing order, method, or uniformity to something.
resilience
(ri
zil
yən(t)s): An ability to recover from or adjust easily to misfortune or change.
restore
(ri
stȯr
): To bring back to or put back into a former or original state.
sample
sam
pəl): A small subset group, representative of the entire group.
scale
skāl
): (1) Something graduated especially when used as a measure or rule: such as a series of marks or points at known intervals used to measure distances or a range of responses to a statement that vary from strongly agree to strongly disagree; (2) A distinctive relative size, extent, or degree.
semi-arid
(se mē
er
əd): Characterized by light rainfall, especially having from about 10 to 20 inches (25 to 51 centimeters) of annual precipitation.
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.
sustain
(sǝ
stān
): (1) To give support or relief to; (2) to keep up.
urban
ǝr
bǝn): Of, relating to, typical of, or being a city.
variable
ver
ē ə bəl): (1) A factor, trait, or condition that can be changed or controlled; (2) a quantity that may assume any one of a set of values.
vegetation
(ve jǝ
tā
shǝn): Plant life or total plant cover of an area.
waterfowl
wȯ
tər fau̇(-ə)l): A bird that is found in or near water.
wetlands
wet
landz): Land or areas (such as marshes or swamps) that are covered, often intermittently, with shallow water or have soil saturated with moisture.
wildlife
wī(e)l(d)
līf): Living things and especially mammals, birds, and fishes that are neither human nor domesticated.
woody
wu̇
dē): Having woody parts, meaning rich in xylem and associated structures.
Classroom Review Board
Ms. Janet Johns’ 7th Grade Class
Cass Middle School
Cartersville, GA
Editorial Review Board Comments
“I think you should put more pictures in to make the article more interesting.”
“This is pretty cool because it’s about someone going out and having fun with earth and water stuff.”
“The pictures help explain things, so it is not just words.”
“I like this glossary. It makes the words more clear.”
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Heather Bateman
Ecologist | Herpetologist | Ornithologist | Wildlife Biologist
My favorite science experience has always been working with wildlife. I enjoyed placing leg bands on long-eared owls in the United States Great Basin. I also enjoyed tagging lava lizards...
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Alice Chung-MacCourbrey
Wildlife Biologist
My favorite science experience was a research project that allowed me to combine two of my biggest interests, dogs and bats. Dogs have a superb sense of smell that can...
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Tom Crist
Ecologist
My favorite science experience was conducting field studies on the biodiversity of forest canopy insects in Ohio.
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Diane De Steven
Wetlands Ecologist
My favorite science experience is working in the field and observing the plants and animals of different habitats. I can get a break from city noises, hear the quiet sounds...
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Chip Euliss
Wildlife Biologist
I am a pretty lucky fellow because I’ve had many favorite science experiences over my career. Writing this to you is one of my favorites. This is because what I...
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Robert Gleason
Wildlife Biologist
Research Wildlife Biologist: As a wildlife biologist I have had many memorable experiences conducting field work in wetlands, including studying soils, plants, aquatic insects and other animals, and especially waterfowl....
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Glenn Guntenspergen
Landscape Ecologist
As a young boy, I owned and read every Tom Swift, Jr., book ever written. Those books inspired me to become a scientist, and throughout my adult life I have...
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Mary Harner
Wetlands Ecologist
My favorite science experiences are conducting field research along rivers and in the tropics. Recently, I have had the fortune to study the ecology of bats on the island of...
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Murray Laubhan
Ecologist
My favorite science experience is learning something new that helps land managers successfully restore wetlands.
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Ariel Lugo
Ecologist | Tropical Ecologist
“My favorite science experience is trying to understand the functioning of natural ecosystems in collaboration with bright people, including high school students.” “[Another] favorite science experience is interacting with other...
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Bob Parmenter
Biologist | Wildlife Ecologist
“[One of] my favorite science experience[s] has been working on the Mount St. Helens volcano since its explosive eruption in 1980. In the early years after the eruption, the roads...
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Chrissa Stroh
Coastal Ecologist
I have wonderful science experiences every day! Watching the sun rise, seeing birds fly overhead, or observing the neat shapes of flowers and leaves on plants outside. One of my...
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Brian Tangen
Biologist
My favorite science experience involved canoeing and back-country camping in the boundary waters wilderness area in northern Minnesota. I did this to conduct research on bald eagle habitat.
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Additional Resources
USDA Forest Service: Ecosystem Services
Visit the Forest Service's page on ecosystem services to learn more, explore resources, and read other publications.
Visit Website
Environmental Protection Agency: EnviroAtlas
Human health and well-being are closely tied to the environment, which provides benefits such as clean water, clean air, and protection from natural hazards, also known as ecosystem goods and services. EnviroAtlas provides geospatial data, easy-to-use tools, and other resources related to ecosystem services, their chemical and non-chemical stressors, and human health.
Visit Website
USDA Forest Service: Conservation Education
Through Conservation Education, the Forest Service provides a variety of educational resources and programs for individuals of all ages to learn about the environment and our nation’s forests and grasslands. Through these hands-on, interactive learning opportunities, students, educators, and parents can explore how to become a responsible steward of our natural resources. There are also a variety of resources for teachers and parents to engage youth in environmental education and for exploring careers in conservation.
Visit Website
FIND Outdoors
Our story is rooted in education about the forest. Our passion is to help people become inspired. Our goal is to help people connect with nature. Our drive is to help people learn through discovery. Through forest-inspired nature discovery, we help people FIND Outdoors.
Visit Website
U.S. Geological Survey
Created by an act of Congress in 1879, the USGS provides science for a changing world, which reflects and responds to society’s continuously evolving needs. As the science arm of the Department of the Interior, the USGS brings an array of earth, water, biological, and mapping data and expertise to bear in support of decision-making on environmental, resource, and public safety issues.
Visit Website