Natural Inquirer Reader Series

Meet Dr. Flitcroft! 

Forest Service FS-1028g November 2015
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Natural Inquirer Reader Series 2015

Meet Dr. Flitcroft!

Table of Contents

Meet Dr. Flitcroft. . . . . . . . . . . . . . . . . . . . . . . 3

Critical Thinking Questions. . . . . . . . . . . . 22

Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Try This! . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Possibility Possum Poem. . . . . . . . . . . back cover

Glossary words are in bold.

Written by

Brian Cooke

Jessica Nickelsen

Babs McDonald

Illustrated by

Stephanie Pfeiffer

http://www.naturalinquirer.org
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This is Dr. Becky Flitcroft.

 
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Dr. Flitcroft loves working outside. When 

she was in college, she knew she wanted 

to become a scientist. 

Photo: Dr. Becky Flitcroft, Forest Service 

Dr. Flitcroft spent a lot of time exploring 

outdoors when she was young. 
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Dr. Flitcroft pays close attention to nature. 

She is also very curious. 

Photo: U.S. Fish & Wildlife Service

These children pay close attention to the 

world around them.
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Dr. Flitcroft is a scientist who studies fish. 

One type of fish she studies is called Coho 

salmon (sa mәn). 

Photo: National Oceanic and Atmospheric Administration
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Fish are animals that live in water. Illustration: Stephanie Pfeiffer 

Coho salmon live in streams, rivers, and 

the ocean. 
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Dr. Flitcroft knew that salmon are important 

for the environment. Salmon eat other fish 

and animals. Salmon are also eaten by some 

animals. 

Photo: U.S. Fish & Wildlife Service
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Salmon are also important to humans for 

many reasons. Some American Indians

(ә mer ә kәn in dē әnz) and Alaska Natives

(ә las kә nā tivz) use art to show that salmon 

are a part of their lives. 

Salmon are sometimes shown on totem 

poles made by American Indians and 

Alaska Natives. Photo: National Park Service
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Some people catch and sell salmon as a part 

of their job. 

Some people like to eat the salmon they catch. 

Other people sell the salmon. Photo: Wikimedia
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Dr. Flitcroft knew that salmon have a life 

cycle. Salmon need healthy habitat at each 

point in their life cycle. 

Illustration: Stephanie Pfeiffer
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Salmon lay eggs in streams and rivers. The 

eggs develop as part of the salmon life cycle. Photo: Babs McDonald 
13

Dr. Flitcroft likes to ask questions about our 

world. Dr. Flitcroft asked, “Why do young 

salmon live where they live?” 

Photo: Kristen Kirkby 
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Dr. Flitcroft worked with a team of scientists 

to answer the question. Photo: Dr. Becky Flitcroft, Forest Service 

When have you worked with a team?
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Dr. Flitcroft and her team used tools to help 

answer the question. Masks and snorkels 

are two tools they used. Snorkels helped 

the scientists observe if salmon were in the 

streams and rivers. 

Photo: Dr. Becky Flitcroft, Forest Service

Photo: Kristen Kirkby
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Photo: Brian Cooke

A mask and snorkel allow humans to see and 

breathe under the water. 
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Dr. Flitcroft and her team observed many 

young salmon in streams and rivers. The 

team discovered a pattern. Streams and 

rivers with more young salmon had three 

types of healthy habitat that were close 

together. Photo: Kristin Kirkby

Healthy habitat can help young salmon at 

each stage of their life cycle. Young salmon 

need all three types of healthy habitat. 
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Young salmon need areas with small rocks 

and water that is not deep. These areas are

where the eggs are laid. 

Illustration: Stephanie Pfeiffer 

Young salmon need slow moving water with 

logs and rocks. These areas let young salmon 

hide.

 

Illustration: Stephanie Pfeiffer 
19

Young salmon need areas with deep pools in 

the summer. Pools are areas of deep water in 

a stream or river. Deep pools have cold water 

during dry, hot summers.

 

Illustration: Stephanie Pfeiffer 
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Illustration: Stephanie Pfeiffer 

Streams and rivers with all three types of habitat 

help young salmon survive. Find all three types 

of habitat.
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Dr. Flitcroft thinks that young salmon need 

habitat close together because they have not 

yet become strong swimmers.

 

Photo: Jessica Nickelsen

Learning how to swim takes hard work. What do 

you do that takes hard work?
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Critical Thinking 

Questions:

• Young salmon need healthy habitat to 

survive. What is one other thing young 

salmon need to survive?

• All animals need healthy habitat to 

survive. What is one thing that you need to 

survive?

• Dr. Flitcroft worked with a team of 

scientists. What is good about working with 

a team?

• Dr. Flitcroft likes to ask questions. Why do 

you think it is important to ask questions?
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Glossary: 

Alaska Natives (ә las kә nā tivz): 

People who are a part of the first 

communities that lived or still 

live in Alaska.

American Indians (ә mer ә kәn in dē әnz): 

People who are a part of the first communities 

that lived or still live in North America or South 

America.

develop (di vel әp): To grow or change.

environment (in vī rә(n) mәnt): The living and 

nonliving things that are a part of the natural 

world.

habitat (ha bә tat): The place or environment 

where a plant or animal naturally or normally 

lives and grows.

life cycle (līf sī kәl): Stages in the life of a plant or 

animal.

observe (әb-zәrv): To watch something.
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pattern (pa-tәrn): Something that happens in a 

regular or repeated way.

salmon (sa mәn): A large fish that is born in 

streams or rivers but that lives most of its life in 

the ocean.

stream (strēm): A body of running water —such 

as a river, creek, or brook— flowing on Earth.

Try This! 

The map on page 26 shows 

streams and rivers where 

young salmon live. Young salmon move 

through the water to find healthy habitat. 

The healthy habitat helps them survive at 

each part of their life cycle. On the map, each 

habitat type that young salmon need has its 

own color. 

The color red shows habitat that has slow 

moving water with trees and rocks for 
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hiding. The color blue shows habitat that has 

small rocks and water that is not deep. The 

color green shows habitat with deep pools 

that have cold water during the summer.

Dr. Flitcroft found that young salmon like 

to live in streams and rivers where the three 

healthy habitat types are close together. 

Look at each of the streams and rivers on the 

map. 

• Count the number of streams and 

rivers. How many streams and rivers

do you see?

• How many of the streams and rivers 

have all three types of habitat to support 

young salmon?

• Which stream or river do you think is 

the best for young salmon? Why?

• Compare your answer with your 

neighbor or partner.
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Natural Inquirer Reader Series

Number 7

Grades K–2

Word Count: 1014

Genre: Nonfiction

Background Information: Coho salmon are both environmentally 

and culturally important in the Pacific Northwest of the United 

States. The life cycle of sea-run salmon begins in streams and 

rivers, where the young salmon travel to areas that best support 

each portion of their life cycle. During these phases of their life 

cycle, salmon are sensitive to the availability of seasonal habitats. 

For instance, when they are young and cannot swim well, salmon 

need slow-moving water for refuge from fast-moving water 

brought by heavy precipitation. The scientists found that juvenile 

salmon were more likely to be found in streams where diverse and 

high-quality habitat was available within short distances. In this 

journal, students will learn that salmon are fish that live in fresh and 

salt water. They will be introduced to the idea that animals move 

through the environment and have various habitat requirements 

for survival. They will also learn about fun methods that scientists 

use to study their interests and questions. 

Note: For more background information and a lesson plan, visit 

http://www.naturalinquirer.org and click on “Natural Inquirer Reader 

Series.”

Production Staff

Babs McDonald, USDA Forest Service

Jessica Nickelsen, Cradle of Forestry in America Interpretive Association

Brian Cooke, Cradle of Forestry in America Interpretive Association

Michelle Andrews, University of Georgia

Samantha Dean, Cradle of Forestry in America Interpretive Association

Forest Service

Thomas L. Tidwell, Chief

Carlos Rodriguez-Franco, Acting Deputy Chief, Research and Development

James Hubbard, Deputy Chief, State and Private Forestry

Vacant, Director, Knowledge Management and Communications

Michiko Martin, Director, Conservation Education

Michael Rains, Director, Northern Research Station and Forest Products Laboratory

Robert Mangold, Director, Pacific Northwest Research Station

Rebecca Flitcroft, Fish Biologist, Pacific Northwest Research Station

Cradle of Forestry in America Interpretive Association

Hope Ascher, Chairperson

Carlton Murrey, Executive Director

Adam DeWitte, Director of Education

USDA is an equal opportunity provider, employer, and lender.
Scientists make things possible;

They ask and answer questions.

You can make things possible

If you follow these suggestions.

Observe your world and wonder;

Ask how, what, why, and who?

Ask and answer questions

To make things possible for you.

Wonder is a good thing;

It is very plain to see.

When I ask and answer questions,

I make things possible for me.

Be a Possibility Possum