The World’s Forests 3 – No. 20
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This is the 3rd edition of the World's Forest Natural Inquirer based on the 2015 Global Forest Resources Assessment. Published every 5 years, the report contains information about forests all over the world. Learn about the how forests are doing, what benefits they are providing, and how they might fare into the future.
This is the third of three journals in the World's Forests series.
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Highlights
- 3 Inquiries
- 6 Activities
- Lesson Plans
- Glossary
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Different types of forests are found across the planet. In one area, a forest may be dry with little vegetation. In another, a forest may contain large trees that grow...Inquiry 1: What Are the World’s Forests and Where Are They Found?
Different types of forests are found across the planet. In one area, a forest may be dry with little vegetation. In another, a forest may contain large trees that grow... -
Learn about the many benefits that different types of forests provide, including protecting biodiversity, improving water and soil quality, preventing erosion, storing carbon, and more.Inquiry 2: What Benefits Do the World’s Forests Provide?
Learn about the many benefits that different types of forests provide, including protecting biodiversity, improving water and soil quality, preventing erosion, storing carbon, and more. -
Sustainable forest management helps people balance the social, environmental, and economic benefits that forests provide. Learn more about how people around the world work to sustainably manage healthy forests.Inquiry 3: Healthy Forests Now and Into the Future
Sustainable forest management helps people balance the social, environmental, and economic benefits that forests provide. Learn more about how people around the world work to sustainably manage healthy forests.
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In this FACTivity, each student or group of students will create leaf rubbings. Materials: A hard surface, such as a table or desk A plain white piece of paper Crayons,...FACTivity – Leaf Rubbings
In this FACTivity, each student or group of students will create leaf rubbings. Materials: A hard surface, such as a table or desk A plain white piece of paper Crayons,... -
The question you will answer in this FACTivity is: How much precipitation falls over a month’s time at my school or where I live? Materials: 5 rain gauges or materials...
FACTivity – Rain Gauge
The question you will answer in this FACTivity is: How much precipitation falls over a month’s time at my school or where I live? Materials: 5 rain gauges or materials... -
The questions you will answer in this FACTivity are: Which land cover best protects water quality and why? Materials: 3 paint roller pans Shovel 3/4 cup liquid kitchen oil (such...FACTivity – Protecting Water Quality
The questions you will answer in this FACTivity are: Which land cover best protects water quality and why? Materials: 3 paint roller pans Shovel 3/4 cup liquid kitchen oil (such... -
In this FACTivity you will answer the question: How much water is transpired by a tree during daylight hours? Transpiration happens when the water that entered a tree’s roots travels...FACTivity – Trees & the Water Cycle
In this FACTivity you will answer the question: How much water is transpired by a tree during daylight hours? Transpiration happens when the water that entered a tree’s roots travels... -
In this FACTivity, you will create a forest management plan for a 1-hectare (or 1-acre) forest. You will make this plan by using the Planning Your Own Forest Graphic Organizer....FACTivity – Planning Your Own Forest
In this FACTivity, you will create a forest management plan for a 1-hectare (or 1-acre) forest. You will make this plan by using the Planning Your Own Forest Graphic Organizer.... -
Explain the significance of each image as it relates to the World’s Forests. Hold a class discussion about these images. What story do these images tell about the World’s Forests?Image Challenge – World’s Forests 3
Explain the significance of each image as it relates to the World’s Forests. Hold a class discussion about these images. What story do these images tell about the World’s Forests?
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.
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ESS2.A-M1
All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
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ESS2.C-M2
The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.
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ESS2.C-M3
Global movements of water and its changes in form are propelled by sunlight and gravity.
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ESS2.D-M1
Weather and climate are influenced by interactions involving Sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.
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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.
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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.
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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.
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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.
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LS2.A-M1
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
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LS2.A-M3
Growth of organisms and population increases are limited by access to resources.
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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.
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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.
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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.
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LS4.C-M1
Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.
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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.
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Cite specific textual evidence to support analysis of science and technical texts.
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By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
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Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
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Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
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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.
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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.
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Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
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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).
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Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
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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.
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Civic Ideals and Practices
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Culture
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Global Connections
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People, Places, and Environments
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Production, Distribution, and Consumption
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Science, Technology, and Society
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Time, Continuity, and Change
What Is the World's Forests Edition?
The World’s Forests editions of Natural Inquirer present the results of a worldwide effort to understand the world’s forests, organized by the United Nations Food and Agriculture Organization, or FAO. These journals are based on the FAO’s Global Forest Resources Assessments that are published every 5 years. These editions contain information from over 200 countries and territories around the world. World’s Forests editions are written for a middle school audience.
World’s Forests editions include:
- Four or five articles called “Inquiries” based on one category of findings from the FAO’s report; these are written in language students can understand.
- A FACTivity for each Inquiry (in editions 2 & 3), 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.
- A lesson plan for each Inquiry to help you integrate the article, the FACTivity, and related materials with your classroom instruction
- 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.
These editions also include sections on the practice of science, environmental science concepts, and other activities (like photo challenges).
Reading Modes
World’s Forests editions 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 “You Do the Math” challenges. 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 World's Forests Inquiry?
Here, we'll go into more detail about the parts of a World's Forests Inquiry and give you some ideas about how they can be used.
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The Situation
This section introduces one of the questions asked by FAO. In it, we present background information that led researchers to ask the question about the world’s forests.
Use this section to:
- Introduce kids to the motivations behind the research and why the research is important
- Introduce kids to environmental science topics like carbon storage, land use, ecosystem services, and forest management
- Explore ways that people are impacted by forests
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:
Each Inquiry is paired with a lesson plan and, in editions 2 & 3, with an activity to help students process the information from the article.
What FAO Discovered
This section presents the answer to the research question. This section includes tables, figures, and photographs as well as text. Embedded within this section are “Reflection Sections,” which ask questions aimed at encouraging students to think critically about what they are reading. We’ve designed these questions to check student comprehension and stimulate discussion. The answer key to the reflection sections can be found on the Educators tab as a downloadable file.
In some instances, a “You Do the Math” section provides an opportunity for students to integrate math with their scientific learning.Use this section to:
- Teach students how to read graphs and charts and interpret data
- Encourage students to think about the practice of science and what it can and cannot tell us
- Discuss the implications of the research group’s findings on a global scale
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. “carbon cycle,” “watershed,” or “forest inventory”).
Additional Sections in a World's Forests Edition
Each World’s Forests edition also contains introductory sections that help students understand the purpose, structure, and background knowledge for the inquiries.
“Thinking About the World’s Forests” presents the benefits of forests and sets the stage for why it is important to understand forests at a global scale. Use this section to discuss the ecosystem services provided by forests and their impact on other parts of the environment, like watersheds, climate, and the carbon cycle.
“Thinking About Science” presents the method used by FAO to gather the information included in the inquiries. Use this section to discuss the scientific process and the practice of scientific inquiry. Topics may include data collection, sampling methods, forest inventory and monitoring, and more.
Each of these sections also has its own lesson plan. These plans can be combined with the inquiries and their accompanying activities and lesson plans to create a whole unit of study on the world’s forests.
Additional Resources on the Website
On the website, we pair each journal with a variety of other resources, as well. Use the tabs on the product page to browse through the following:
- Related activities for the publication
- An “About” essay that gives some larger context for the research the scientists conducted or more information about the United Nations Food and Agriculture Organization
- A glossary of all boldfaced terms from the journal
- An “Educator Guide” tab that contains the lesson plans, standards alignments, and answer guides for the publication
- A “Related Content” page that lists both Natural Inquirer resources about similar topics and also outside reference materials
The World’s Forests editions were published in partnership with the United Nations Food and Agriculture Organization, the USDA Forest Service, and FIND Outdoors.
Lessons
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A guided reading lesson plan that walks students through each section of the journal. It includes graphic organizers and activities for students to complete as they read.Lesson Plan – World’s Forests 3
A guided reading lesson plan that walks students through each section of the journal. It includes graphic organizers and activities for students to complete as they read.
Glossary
View All GlossaryClassroom Review Board
Mr. Omar Azim’s 8th Grade Class
- Royal Oak Middle School
- British Columbia, Canada
Editorial Review Board Comments
Related Resources from The Natural Inquirer
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This edition of Natural Inquirer presents the results of a worldwide effort to understand the world’s forests, organized by the United Nations Food and Agriculture Organization, or FAO. Read four...The World’s Forests 1 – Vol. 11 No. 1
This edition of Natural Inquirer presents the results of a worldwide effort to understand the world’s forests, organized by the United Nations Food and Agriculture Organization, or FAO. Read four... -
In this edition of Natural Inquirer, you will learn about the world’s forests. Every 5 years the Food and Agriculture Organization, or FAO, publishes a report about the world’s forests,...The World’s Forests 2 – No. 15
In this edition of Natural Inquirer, you will learn about the world’s forests. Every 5 years the Food and Agriculture Organization, or FAO, publishes a report about the world’s forests,...
Additional Resources
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Food and Agriculture Organization
The Food and Agriculture Organization (FAO) is a specialized agency of the United Nations that leads international efforts to defeat hunger.Visit Website -
United Nations
The United Nations is an international organization founded in 1945. Currently made up of 193 Member States, the UN and its work are guided by the purposes and principles contained in its founding Charter. The UN has evolved over the years to keep pace with a rapidly changing world. But one thing has stayed the same: it remains the one place on Earth where all the world’s nations can gather together, discuss common problems, and find shared solutions that benefit all of humanity.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