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  • Inquiry 1: What Are the World’s Forests and Where Are They Found?
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Inquiry 1: What Are the World’s Forests and Where Are They Found?

  • Article
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Engineering and Forest Products
  • Wilderness
  • Climate
  • Ecozones
  • Elevation
  • Forest Inventory
  • Forest Loss
  • Human Impacts
  • Land Management
  • Natural Forests
  • Planted Forests
  • Precipitation
  • Rainfall
  • Urban Forests
PDF preview of World's Forests Inquiry 1 article.
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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 quickly because of high precipitation and fertile soil. Different types of forests exist because they grow under different climates. These different climates result in different ecological zones, or ecozones. Another reason different types of forests exist is that human activities have changed some of the forests. These activities include actions such as felling or planting trees. Learn more about the different types of forests and where they are found in this article.

Inquiry 1: What Are the World’s Forests and Where Are They Found?

Jump To

  • Earth's Climates and Forests
  • The World's Changing Forests
  • How Much Is A Million?
  • How Much Is A Billion?
  • Urban Forests

Earth's Climates and Forests

Before we learn more about the world’s forests, let’s think about the place on which these forests grow. What do we call this place? If you guessed Earth, you are correct! We know that Earth spins on its axis and revolves around the Sun. The area near the Equator is closest to the Sun. Earth is warmest near the Equator and coolest near the North Pole and the South Pole. The distance from the Equator, along with other factors, influence what kind of forests grow in particular areas on Earth (Figure 1).

 

A graphic of the globe showing latitude lines.
Figure 1. An imaginary circle around the middle of Earth at an equal distance from the North Pole and the South Pole, the Equator is given a label of 0 degrees. Imaginary lines, called lines of latitude, are placed around Earth’s surface from the Equator toward the poles. Lines of latitude represent the distance from the Equator. The poles are labeled 90 degrees. Each latitude line is spaced equally apart, and each is labeled according to its position north and south of the Equator. Lines of latitude enable people to identify precise locations on Earth’s surface, north and south of the Equator. Illustration by Samantha Bond.

At higher elevations, the climate is cooler (Figure 2). The top level of any ocean is called sea level. The height of the land above sea level is called its elevation.

 

An illustration showing a mountain on the coast of the sea and how temperature decreases with higher elevation.
Figure 2. The higher the land’s elevation, the cooler its climate. FIND Outdoors illustration by Stephanie Pfeiffer.

 

Across Earth, different areas receive different amounts of precipitation. Plants need water to survive and have adapted over time to live with varying amounts of precipitation. Some plants, such as those in tropical rain forests, need a lot of water to survive. Other plants, like those in deserts, have adapted to conserve the water they receive. Therefore, they need much less water. Drier areas have fewer plants and trees. Some areas have no plants or trees at all.

 

The three things that we have just explored are latitude, elevation, and precipitation. These three things influence the type of forest that grows naturally in a particular area on Earth (Figure 3).

An illustration showing where different vegetation types are found based on latitude and precipitation.
Figure 3. Vegetation types, including tree species, vary with latitude, and precipitation. FIND Outdoors illustration by Stephanie Pfeiffer.

 

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 quickly because of high precipitation and fertile soil. Different types of forests exist because they grow under different climates. These different climates result in different ecological zones, or ecozones (Figure 4). Another reason different types of forests exist is that human activities have changed some of the forests. These activities include actions such as felling or planting trees.

 

A graphic showing the different ecozones in the world. Includes images of different landscapes and a global map and key.

Figure 4. An ecozone is a region with a similar type of land cover. Land cover is what covers Earth’s surface, such as trees, desert, or even buildings. In this map, the ecozones describe what kind of vegetation, or plants, grow on Earth’s surface.

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The World's Changing Forests

Natural events can change Earth’s forests. For example, forests may change as a result of hurricanes and typhoons. Earth’s forests are also being changed by something else. It was this influence that FAO was most interested in understanding. What influence did the scientists want to understand?

 

If you guessed humans, you are correct! FAO wanted to understand how forests are changing as a result of human activity. To study the influence of humans on forests, the scientists classified the world’s forests into two categories (Table 1).

Table 1

Table 1. FAO has identified two major categories of forests worldwide: natural forests and planted forests.
Natural ForestsNatural forests maintain native tree species and support natural ecological processes (Figure 5 and Figure 6).
Planted ForestsForests are planted for many reasons, such as for timber, fuelwood, or soil and water protection. Planted forests provide goods and services and reduce pressure on natural forests (Figure 7A and 7B).
Oak tree leaves

Figure 5. Mongolian oak is a tree species native to Japan, southern Kuril Islands, Sakhalin, Manchuria, and central and northern China, Korean Peninsula, eastern Mongolia, and eastern Russia (Siberia). Mongolian oak trees are a part of natural forests in Asia.
Photo courtesy of Troy Kimoto, Canadian Food Inspection Agency, www.bugwood.org.

An image of a natural forest

Figure 6. This forest in the Democratic Republic of the Congo is composed of native trees that are regenerating naturally, without any human involvement. This is a natural forest.
Photo courtesy of ©Food and Agriculture Organization of the United Nations/Giulio Napolitano

Scots pine trees planted in rows

Figure 7A.
These Scots pine trees were planted in rows. This is a planted forest.
Photo courtesy of William M. Ciesla, Forest Health
International, http://www.bugwood.org.

Planted forest in Scotland

Figure 7B. This forest was planted in Scotland to look and function like a natural forest. Sometimes it can be difficult to tell the difference between a natural and a planted forest.
Photo courtesy of Babs McDonald.

Combining the natural and planted forest categories, the world’s forests cover a little less than 4 billion hectares (Figure 8 and Figure 9).

A graphic of a soccer field.

Figure 8.
A hectare is about the size of a football (soccer) field. One hectare is equal to 2.471 acres. FIND Outdoors illustration by Stephanie Pfeiffer.

A pie chart showing the amount of forest area in different countries

Figure 9. The amount of forest area (in millions of hectares) by continent in 2015. When reading a table or chart that is labeled “in millions of hectares,” add six zeros to the given number. For example, Africa includes 624 000 000 hectares of forest. FIND Outdoors illustration by Stephanie Pfeiffer.

This is about 31 percent of Earth’s land surface. Of these forested hectares, 54 percent are in the following countries: Brazil, Canada, China, the Russian Federation, and the United States of America. Most of the world’s forests are in natural forest area (Figure 10 and Figure 11).

A pie chart showing natural forested areas by continent

Figure 10. The amount of natural forest area (in millions of hectares) by continent in 2015.
FIND Outdoors illustration by Stephanie Pfeiffer.

A bar graph showing the amount of planted forest vs natural forest in different continents

Figure 11. The percentage of total forest area (TFA) in natural forest and planted forest by continent in 2015. For example, 97 percent of Africa’s forested area is in natural forest. FIND Outdoors illustration by Stephanie Pfeiffer.

How Much Is A Million?

If you counted from 1 to 1 million, you would have to count for 23 days without stopping!

 

In the past 25 years worldwide, the amount of area that makes up the world’s forests has slightly declined (Figure 12 and Figure 13). Even though the amount of forest has decreased, the rate of forest loss has been reduced by over 50 percent. Between the periods 1990-2000 and 2010-2015, the annual loss went from 7.3 million hectares per year to 3.3 million hectares per year.

A bar graph showing the net annual forest change by continent

Figure 12. Net annual forest change by continent between 2010 and 2015. This chart shows, for example, that Africa lost an average of 2.8 million hectares of forest area every year between 2010 and 2015.
FIND Outdoors illustration by Stephanie Pfeiffer.

A graph showing the forest area by continent

Figure 13. Forest area by continent (in millions of hectares)
between 1990 and 2015. FIND Outdoors illustration by Stephanie Pfeiffer.

In 1990, the world’s forests covered 4128 million hectares. By 2015, 129 million hectares of forest land had been lost. This is a change from 31.6 percent of the world’s land area in 1990 to 30.6 percent in 2015. This loss is equal to an area about the size of South Africa. Most forest area was lost in the tropical ecozone, and most of this loss was in South America and Africa (Figure 14).

A map showing South America and South Africa
Figure 14. The planet lost an area of forest about the size of South Africa over the past 25 years. Most of this loss occurred in South America and Africa. Africa is a continent, and South Africa is a country located on the African continent. FIND Outdoors map by Carey Burda and Stephanie Pfeiffer.

The percentage of forest area in each country varies (Figure 15). For countries that have a small percentage of their total area in forests, forest loss might be more noticeable.

A map of the globe with forest areas highlighted
Figure 15. Forest area as a percentage of total land area in each country in 2015. Map courtesy of Food and Agriculture Organization of the United Nations.

How Much Is A Billion?

If you counted from 1 to 1 billion, you would have to count for 95 years without stopping!

 

 

Natural forests decrease when forests are lost to other land uses. For example, trees may be felled to plant food crops or to build roads and buildings (Figure 16).

Plant food crops growing in rows
Figure 16. Some forests are lost when trees are felled to plant food crops. Photo courtesy of Alton Sparks, University of Georgia, http://www.bugwood.org.

Constructing roads and buildings is not the only way that trees and forests are lost. Trees and forests can also be lost to insects and other threats, such as invasive fungi, forest fires, or hurricanes and typhoons.

 

Between 1990 and 2015, most of the world’s natural forest area loss took place in the tropical ecozones (see Figure 4). In the temperate ecozones, natural forest area has been increasing since 1990. The boreal and subtropical ecozones have had little change in forest area over the same 25 years.

 

FAO is interested in how the amount of natural and planted forests on our planet has changed. Recall that natural forests are forests with native tree species and little evidence of human activities. FAO discovered that natural forests have been declining in area, and planted forests have increased in area (Figure 17 and Figure 18). Planted forest area increased 105 million hectares between 1990 and 2015, about 4.2 million hectares per year.

A graph showing the hectares of forest area over time in the different continents

Figure 17. The area of natural forests (in thousands of hectares) has declined slightly since 1990. The largest area of natural forest is found in Europe. About 85 percent of European natural forest is located in the Russian Federation. FIND Outdoors illustration by Stephanie Pfeiffer.

A graph showing the hectares of planted forest over time in different continents

Figure 18. The area of planted forest (in thousands of hectares) has increased on each continent between 1990 and 2015. FIND Outdoors illustration by Stephanie Pfeiffer.

 

Planted forests made up 7 percent of the world’s forests in 2015. FAO scientists expect that planted forests will increase in area, particularly in the boreal ecozone (see Figure 4).

 

Another way scientists understand the amount of forest land in an area is to compare it with the number of people living in the area. This can be done within a community, a country, a continent, or across our planet. The calculated figure is called per capita, meaning the amount of something per person. Consider the 25 years between 1990 and 2015. During that time, the world’s population increased by 2.1 billion people, and over 100 million hectares of forest land were lost. The amount of forest land per person, therefore, has decreased over the past 25 years (Figure 19).

 

A graph shoig nthe forested hectares per capita in each continent over the last 25 years
Figure 19. Worldwide, the amount of forested hectares per capita
has declined over the past 25 years. FIND Outdoors illustration by Stephanie Pfeiffer.

 

Although the world’s natural forest area has declined in area over the past 25 years, 93 percent of the world’s forests are still natural. Regardless of whether a forest has grown naturally or has been planted, people worldwide gain important benefits from their forests.


Urban Forests

FAO has classified the world’s forests into two categories: natural forests and planted forests. If you live in an urban area, however, you might have a third kind of forest nearby. The trees in this forest may have germinated and grown without human assistance, or the trees may have been planted. Usually, the trees in this kind of forest are surrounded by grass and other landscaped areas or even roads and buildings. According to FAO, these forests may include individual trees or groups of trees. This kind of forest is called an urban forest, and it is often found as a part of urban parks (Figure 20).

 

A graphic of two photos side by side. One shows trees planted along a street, the other an urban forest. Urban forest shows trees and plants growing around a body of water with a skyline behind it.
Figure 20. Urban forests include individual trees planted along streets, such as this urban forest in China (A). Urban forests can also be found in urban parks. Individual trees or groups of trees provide beauty and shade, as well as other benefits to urban residents. This is Central Park in New York City (B). Photos courtesy of Dazhuang Huang and Babs McDonald.

 

Urban forests provide many of the same benefits as natural forests. Some urban forests, for example, are found along rivers and provide a place for rivers to flood during high rainfall. Urban forests and parks provide beautiful places for people to walk, play, picnic, and rest. Urban forests also provide homes for wildlife, reduce erosion into urban waterways, and help keep urban areas cooler in hot weather.

 

Did You Know?

In 1950, less than 30 percent of the world’s population lived in urban areas. In 2008, this percentage reached 50 percent; and in 2014, 54 percent of the world’s population lived in urban areas. Sixty-six percent, or two-thirds of the world’s population, are predicted to live in urban areas by 2050.

 

Information from the Population Reference Bureau, 2008 World Population Data Sheet, and the United Nations.

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Cover for the "World's Forests' 3rd edition journal. The image consists four magnifying glasses, each with a different photo.

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The World's Forests 3 - No. 20

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  • PDF preview of Inquiry 1 FACTivity.
    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

    • Activity
    • Middle School
    • 1 Hour
    • Wilderness
    • Art Activity
    • Leaf Rubbings
    • Outdoor Activity
    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,...
    • Explore Activity
    • Download FACtivity (PDF)
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    Inquiry 1: What Are the World's Forests and Where Are They Found?

  • PDF preview of Inquiry 1 FACTivity.
    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

    • Activity
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    • 4 Weeks
    • Active Forest Management
    • Wilderness
    • Climate
    • Group Activity
    • Precipitation
    • 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...
    • Explore Activity
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    Inquiry 1: What Are the World's Forests and Where Are They Found?

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Glossary

View All Glossary
  • axis

    (ak səs): A straight line about which a body or geometric figure rotates.

  • conserve

    (kǝn sǝrv): To avoid wasteful or destructive use of something.

  • 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.

  • fungi

    (fun jī): Organisms without chlorophyll that reproduce by spores. Mushrooms, molds, mildews, and toadstools are examples.

  • germinated

    (jǝr mi nāt id): Caused to sprout or develop.

  • 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.

  • temperate

    (təm p(ə)rət): Having or associated with a climate that is usually mild without extremely cold or extremely hot temperatures.

Jump To

  • 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.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.
  • 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.
  • ESS2.C-M3
    Global movements of water and its changes in form are propelled by sunlight and gravity.
  • 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.
  • 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.
  • LS2.A-M1
    Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
  • 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.
  • Global Connections
  • People, Places, and Environments
  • Production, Distribution, and Consumption
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is the World's Forests Edition?

A stack of World's Forests editions

 

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).

 

A screenshot of one of the Inquiries (articles) in World's Forests, showing the different format options for reading the article.

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.
  1. 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.

    The first page of the lesson plan titled "How much carbon is held by the world's forests?". The page has an illustration showing the process of carbon dioxide in the atmosphere.
  2. 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”).

    First page of Inquiry 2, with the title 'How much of Earth's Land is Covered by Forests?'. On the right hand side is a photo of ayoung man watering trees to stabilize sand dune.

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.

A screenshot of the Thinking About World's Forests section “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

A screenshot of the product tabs for an NI monographOn the website, we pair each journal with a variety of other resources, as well. Use the tabs on the product page to browse through the following:

  • Related activities 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
  • An illustrated bee sitting on a globe
  • logo for the Food and Agriculture Organization of the United Nations
  • United States Department of Agriculture Logo
  • Forest Service logo
  • FIND Outdoors logo

The World’s Forests editions were published in partnership with the United Nations Food and Agriculture Organization, the USDA Forest Service, and FIND Outdoors.

  • An illustrated bee sitting on a globe
  • logo for the Food and Agriculture Organization of the United Nations
  • United States Department of Agriculture Logo
  • Forest Service logo
  • FIND Outdoors logo

Lessons

  • PDF preview for the Inquiry 1 lesson plan
    A guided reading lesson plans that walks students through each section of this article. It includes a graphic organizer for students to fill in as they read.

    Lesson Plan – Inquiry 1 from World’s Forests 3 Edition

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Wilderness
    • Climate
    • Graphic Organizer
    • Guided reading
    • Types of Forests
    A guided reading lesson plans that walks students through each section of this article. It includes a graphic organizer for students to fill in as they read.
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    The World's Forests 3 - No. 20

  • PDF preview of World's Forests 3 lesson plan.
    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

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Engineering and Forest Products
    • Insects
    • Recreation
    • Water
    • Wilderness
    • Wildlife
    • Graphic Organizer
    • Guided reading
    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.
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Inquiry 1: What Are the World's Forests and Where Are They Found?

Education Files

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • The cover the The Natural Inquirer issue: The World's Forests. It's a green cover with four polaroid photos, highlighting different forest landscapes.
    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

    • Journal
    • Middle School
    • Active Forest Management
    • Agriculture
    • Carbon
    • Engineering and Forest Products
    • Wilderness
    • Biodiversity
    • Carbon Cycle
    • Carbon Dioxide
    • Carbon Storage
    • Cartograms
    • Climate
    • Ecosystem Services
    • Elevation
    • Forest Conservation
    • Forest Health
    • Forest Inventory
    • Forest management
    • Forest Products
    • Human Impacts
    • Land Management
    • Land Use
    • Latitude
    • Photosynthesis
    • Rainfall
    • Sustainability
    • Timber Production
    • Types of Forests
    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...
    • Explore Journal
    • Download Journal (PDF)
    • Descargar Revista (PDF)
    • Télécharger le Journal (PDF)
    • تحميل مجلة (PDF)
    • Stáhnout Deník (PDF)
    • 下载日记
    • Explore Journal
    • Download Journal (PDF)
    • Descargar Revista (PDF)
    • Télécharger le Journal (PDF)
    • تحميل مجلة (PDF)
    • Stáhnout Deník (PDF)
    • 下载日记
  • Front cover of National Inquirer with snapshots of different forests
    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

    • Journal
    • Middle School
    • Active Forest Management
    • Agriculture
    • Carbon
    • Engineering and Forest Products
    • Recreation
    • Water
    • Wilderness
    • Adaptation
    • Biodiversity
    • Carbon Cycle
    • Carbon Dioxide
    • Carbon Storage
    • Climate
    • Climate Change
    • Conservation
    • Economics
    • Ecosystem
    • Ecosystem Services
    • Elevation
    • Fire
    • Forest Benefits
    • Forest Health
    • Forest Inventory
    • Forest management
    • Forest Products
    • Genetic Diversity
    • Greenhouse Effect
    • Greenhouse Gases
    • Human Impacts
    • Invasive Species
    • Land Management
    • Land Use
    • Latitude
    • Primary Forest
    • Rainfall
    • Soil Conservation
    • Sustainability
    • Timber Production
    • Water Conservation
    • Wilderness Benefits
    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,...
    • Explore Journal
    • Download Journal (PDF)
    • Explore Journal
    • Download Journal (PDF)

Additional Resources

  • Food and Agriculture Organization of the United Nations

    The Food and Agriculture Organization (FAO) is a specialized agency of the United Nations that leads international efforts to defeat hunger. Our goal is to achieve food security for all and make sure that people have regular access to enough high-quality food to lead active, healthy lives. With 195 members – 194 countries and the European Union – FAO works in over 130 countries worldwide.

    Visit Website
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  • 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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