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  • Inquiry 1: What Kind of Forests Grow on Earth and How Do They Differ?
Front page of Inquiry 1: What Kind of Forests Grow on Earth and How Do They Differ? The bottom half of the page shows a world map hjighlighting different ecozones.
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Inquiry 1: What Kind of Forests Grow on Earth and How Do They Differ?

  • Article
  • Middle School
  • 1 Classroom Period
  • Active Forest Management
  • Engineering and Forest Products
  • Wilderness
  • Climate
  • Elevation
  • Forest Inventory
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  • Timber Production
Front page of Inquiry 1: What Kind of Forests Grow on Earth and How Do They Differ? The bottom half of the page shows a world map hjighlighting different ecozones.
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Scientists working with the Food and Agriculture Organization of the United Nations wanted to know what kinds of forests grew across the world and how

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much humans had impacted them. They also wanted to compare and contrast these different types of forests. Learn more about the kinds of forests that exist worldwide. Be sure to check out the lesson plans for both this Inquiry and the entire journal in the Educators tab below.

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Inquiry 1: What Kind of Forests Grow on Earth and How Do They Differ?

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  • THE SITUATION:
  • WHAT THEY DISCOVERED:

THE SITUATION:

Across the planet, different types of forests are found. One reason different forest types exist is because they grow under different climates (Figure 1). Another reason is that human activities have changed some of the forests, for example through planting or felling of trees. To better understand the different types of forests found across Earth, the scientists had to decide what was most important about those forest differences to study. In other words, to study the differences between forests across the planet, FAO had to determine how they would classify forests.

 

 

An ecozone map of the World
Figure 1. World ecozone map. An ecozone is a region with similar type of land cover. Notice that similar ecozones can occur on different continents.

 

 

Before we learn how FAO classified the world’s forests, let’s think about the place on which these forests grow. What is this place called?

If you guessed Earth, you are right! We know that Earth spins on its axis and revolves around the sun (Figure 2).

 

 

A graphic of Earth spinning on its axis around the Sun
Figure 2. Earth spins on its axis and revolves around the sun.

 

 

The area near the equator is closest to the sun. Because of this, Earth is warmest near the equator, and coolest near the poles (Figure 3).

 

 

A graphic of the Sun and the Earth showing how it is warmer near the equator.
Figure 3. Earth is warmer near the equator, cooler near the poles.

 

 

About 71 percent of Earth is covered with water, and most of this is ocean. The top level of any ocean is called sea level. The height of the land compared with sea level is called elevation. At higher elevations, the climate is cooler (Figure 4).

 

 

A graphic of the sea and a mountain showing that as elevation increases temperature decreases.
Figure 4. The higher the land’s elevation, the cooler its climate.

 

Across Earth, different areas receive different amounts of rainfall.

 

 

Plants need water to survive and have adapted over time to live with varying amounts of rainfall. Some plants, such as those in tropical rain forests, must have a lot of water to survive. Other plants, like those in deserts, do not need much water to survive. Desert plants have adapted to conserve the amount of water they receive. Drier areas have fewer plants and trees. Some areas have no plants or trees at all. The 3 things that we have just explored are latitude, elevation, and rainfall (Figures 3-6). They affect what kind of forest grows naturally in a particular area on Earth (Figures 5-7).

A graphic showing different vegetation types at different points in the world at different temperatures

Figure 5. Vegetation types, temperature, and latitude.

A graphic showing different vegetation due to different levels of rainfall and elevation

Figure 6. Vegetation types, temperature, and rainfall.

 

In addition to latitude, elevation, and rainfall, there is another influence on Earth’s forests. This influence is changing Earth’s forests, no matter where on Earth the forests are located. It was this influence FAO was most interested in understanding. What influence did the scientists want to understand?

 

 

* photos featuring different ecosystems. From top to bottom on the left side, a forest of evergreen trees, a forest of deciduous trees on the side of a mountain, trees in the valley between mountains, camels in the desert. On the right side from top to bottom, trees with little leaves in a dry area, trees with yellow leaves, a hill with wildflowers, and evergreen trees in a snowy area.
Figure 7. Some native ecosystems.

 

 

If you guessed humans, you are right! 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 forests into five categories (Table 1). These categories were based on how much humans have changed the forest.

 

 

Table 1. Categories of forests identified by FAO.
Category of Forest CharacteristicsDescription of Forest Within Each Category
Primary forestForests with native tree species. Evidence of human activities is not visible and the forest’s ecological processes are not widely disturbed.
Modified natural forestForests with native tree species that have grown naturally. There is evidence of human activities in a modified natural forest. An example is an area where some trees were cut in the past.
Semi-natural forest Forests with native tree species that have grown because humans have either sown seeds or planted small trees, or have otherwise assisted the growth of native tree species.
Productive forest plantationMan-made forests with mostly non-native (and in some cases native) tree species. These forests have been purposely planted by humans for the production of wood products or non-wood forest products. People create a productive plantation by sowing seeds or planting small trees.
Protective forest plantationMan-made forests with mostly non-native (and in some cases native) tree species that have been purposely planted by humans for environmental services.

 

 

If humans have not changed a forest much at all, that forest is made up of native plant and tree species. Native species are those that are found in the area naturally (Table 1 and Figure 7).

 

 

Not all forests are made up of native species, and not all forests get their start naturally. Trees are planted by people for many reasons. People plant trees to harvest timber in the future and for other wood products such as pulp for making paper. When people plant trees for these kinds of products, the resulting forests are called productive plantations.

 

 

Of course, trees are also planted for food products such as fruits and nuts, but the result of these plantings are mostly fruit orchards. Fruit orchards were not included among the forest categories by FAO.

 

 

People also plant trees to achieve environmental benefits. Trees may be planted to protect streams and rivers and to keep soil from eroding, a practice called soil and water conservation. When people plant trees to conserve water quality and soil, the resulting forests are called protective plantations.

 

 

After FAO had classified forests according to human activity, they were ready to discover how humans were influencing the world’s forests. They asked each country correspondent to provide information about the characteristics of their country’s forests according to the categories in Table 1 for the years 1990, 2000, and 2005.


WHAT THEY DISCOVERED:

In 2005, slightly more than half of all forest area worldwide was classified as modified natural forest (Figure 8). Remember that modified natural forests contain native tree species that have grown naturally but show some signs of human activity.

 

 

The percent of each type of forest in the World.
Figure 8. Forest characteristics: percent worldwide in each category.

 

 

You do the math:

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In 2005, more than one-third of the world’s total forest area was classified as primary forest showing no signs of human activity. The largest area of primary forest was in the Amazon region of South America. Seven percent of the world’s forests were semi-natural. Productive and protective plantations only made up 3.8 percent of total forests worldwide. Of this 3.8 percent, 3 percent was In productive plantations. Between 1990 and 2005, the areas of primary forest and modified natural forest were decreasing worldwide. The areas of semi-natural forest and forest plantations increased over the same period. Each year since 1990, about 6 million hectares of primary forest have been lost or modified. About 2.8 million hectares of forest plantations are added every year. Of these, 87 percent are productive plantations (Figure 9).

 

 

A graph showing different categories of different forest from 1990-2005
Figure 9. Changes in different categories of forests from 1990 to 2005 (million hectares).

 

 

Reflection Section

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

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The World's Forests 1 - Vol. 11 No. 1

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  • Education Standards
  • Educator Guide
  • Lesson Plans
  • Education Files

Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ESS2.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
  • 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 lesson plan for Inquiry 1 in the World's Forest edition
    In this lesson plan, students will research their own latitude, elevation, and annual rainfall to place local forests into one of the categories scientists used in the study. How would...

    Lesson Plan – Inquiry 1 World’s Forests Edition

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • 2-3 Classroom Periods
    • Class Discussion
    • Classification
    • Forest Inventory
    • Forests
    • Graphic Organizer
    • Guided reading
    • Map Activity
    In this lesson plan, students will research their own latitude, elevation, and annual rainfall to place local forests into one of the categories scientists used in the study. How would...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    The World's Forests 1 - Vol. 11 No. 1

  • First page of World's Forests first lesson plan.
    A set of 8 lesson plans to walk your students through the entirety of the World’s Forest edition. There is a lesson plan/guided reading activity for each section in the...

    Lesson Plan – World’s Forests 1

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Wilderness
    • Graphic Organizer
    • Guided reading
    A set of 8 lesson plans to walk your students through the entirety of the World’s Forest edition. There is a lesson plan/guided reading activity for each section in the...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

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    Inquiry 1: What Kind of Forests Grow on Earth and How Do They Differ?

Education Files

Glossary

View All Glossary
  • axis

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

  • classify

    (kla sǝ fī): To arrange in a group, set, or kind that shares common attributes.

  • climate

    (klī mǝt): The average weather conditions of a particular place or region over a period of years.

  • 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.

  • 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.

  • ecosystem

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

  • environmental services

    The collection of environmental processes that provide benefit to life on Earth.

  • equator

    (i kwā tər): An imaginary circle around the middle of Earth at an equal distance from the North Pole and the South Pole.

  • latitude

    (la tǝ tüd): Distance north or south from the equator measured in degrees.

  • native

    (nā tiv): Living or growing naturally in a particular region.

  • 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.

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • Front cover of National Inquirer with snapshots of different forests
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    The World’s Forests 2 – No. 15

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    • Greenhouse Effect
    • Greenhouse Gases
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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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    • Human Impacts
    • Land Management
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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...
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  • 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.

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