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Inquiry 2: Biodiversity and the World’s Forests

  • Article
  • Middle School
  • 1 Classroom Period
  • Wilderness
  • Wildlife
  • Adaptation
  • Biodiversity
  • Ecosystem
  • Genetic Diversity
  • Primary Forests
  • Protected Areas
PDF Preview of Inquiry 2 from World's Forests 2
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Primary forests are usually rich in biodiversity. Biodiversity is the variety of life and life processes. When a natural ecosystem is diverse, it has a

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variety of living organisms. In this inquiry, scientists wanted to know how much biodiversity the world's forests contained.

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Inquiry 2: Biodiversity and the World’s Forests

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  • THE SITUATION:
  • WHAT FAO DISCOVERED:

THE SITUATION:

In Inquiry 1, you learned about the types of forests found across the planet. You also learned how much of Earth’s land area is covered in forests, and where forest area is growing and shrinking. You also learned about primary forests.

Primary forests are those with native tree species and little evidence of human activities. Primary forests are usually rich in biodiversity (Figure 1). Biodiversity is the variety of life and life processes. When a natural ecosystem is diverse, it has a variety of living organisms.

an i‘iwi bird
Figure 1. Tropical rain forests contain a wide variety of plants and animals, such as this iiw’i. Photo by David Flaspohler..

FAO wanted to know how much biodiversity the world’s forests contained in 2010. This can be complicated, because there are many ways to measure biodiversity. Biodiversity can be measured within an ecosystem, a plant or animal community, a species, a population, among individuals, and among genes. FAO decided to collect three pieces of information as an indication of a country’s forest biodiversity.

These 3 pieces of information included:

  1. The number of hectares in primary forests.
  2. The number of hectares of forests set aside to conserve the forest’s biodiversity.
  3. The number of hectares of forests in protected areas. Protected areas are areas set aside by law to conserve biodiversity and other natural and cultural resources.

FAO and the National Correspondents also planned to identify the number of hectares of forests affected by natural or human-caused disturbances.

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WHAT FAO DISCOVERED:

Worldwide, more than one-third of the world’s forests are primary forests (Figures 2 and 3). This includes tropical rain forests, which are Earth’s most diverse forests. FAO found that the percentage of primary forests has decreased yearly by 0.4 percent since 2000. This is about 40 million hectares, or the size of 12 football fields lost every minute. The decline was caused mostly by logging and other human disturbances. This does not mean that the forests had disappeared, however. It could mean that the primary forest had been modified by human activity so that it could no longer be classified as primary forest.

 

 

A graphic showing primary vs other forest

Figure 2. Most of the world’s forests are in a category FAO called “other natural forests.” These forests are growing without human assistance, but show signs of human activities.

A graphic showing the percentage of forest land in each country classified as primary forest in 2010.

Figure 3. The percentage of forest land in each country classified as primary forest in 2010.

Why is genetic diversity important to the world’s forests?

Natural environments are always changing in some way. When something in the environment changes, plants and animals must adapt to the change if they are to survive. Some individuals can adapt and some cannot. This is because of slight differences in their genetic structure. If all individuals of a species had exactly the same genetic structure, the species may not be able to survive in a changing environment.

Almost twelve percent of the world’s forests are set aside for the conservation of biodiversity (Figures 4 and 5 and Table 1). The area of these forests increased by 63 million hectares between 2000 and 2010.

 

 

A graphic showing the percentage of forest land in each country set aside to conserve biodiversity, 2010.

Figure 4. The percentage of forest land in each country set aside to conserve biodiversity, 2010.

A graph showing Number of hectares of forests set aside to conserve biodiversity by region, 1990-2010.

Figure 5. Number of hectares of forests set aside to conserve biodiversity by region, 1990-2010.

Table 1. Number of hectares and percent of forest area set aside to conserve biodiversity by region in 2010. Round off to the nearest whole percentage each of the percentages in the third column.
RegionNumber of Hectares% of Forest Area
Africa 92,529,00013.7
Asia78,513,000 13.3
Europe37,150,0003.7
North and Central America108,969,00015.5
Oceania30,640,00016.0
South America115,613,000 13.4
World463,415,00011.5

Worldwide, 13 percent of the world’s forests are located within protected areas (Figure 6). Since 1990, 94 million hectares of protected areas have been added globally. Two-thirds of these protected areas were added since 2000.

 

A graph of the percentage of forest area in protected areas by region, 2010.
Figure 6. The percentage of forest area in protected areas by region, 2010.

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FAO found that over the past 20 years, more of the world’s forests are being set aside to conserve biodiversity. On the other hand, it found that the area of primary forests worldwide has declined over this same period.

 

Biodiversity can be threatened by invasive insects and some kinds of forest fires. Nearly 35 million hectares of forest land were damaged by insects worldwide (Figure 7). In particular, the mountain pine beetle attacked over 11 million hectares of forest in Canada and the western United States (Figure 8).

 

a globe graphic of the average area of forest damaged by insects yearly by country, 2005.

Figure 7. Average area of forest damaged by insects yearly by country, 2005.

A mountainous area with trees of varying colors

Figure 8. The mountain pine beetle is destroying large areas of forest in the North American West. Photo by Barbara Bentz.

Largely because of the increase in worldwide trade, insects are moving from country to country.

 

The changing global climate has also made many areas more favorable for insects. This has caused an increase in damage from insects worldwide. Unfortunately, many countries did not collect information about damage from insects.

 

One percent of all forests were affected by forest fires in 2010 (Figures 9 and 10).

 

A globe graphic showing average area of forest damaged by fire yearly by country, 2005.
Figure 9. Average area of forest damaged by fire yearly by country, 2005.

 

This estimate may be low, however, as only 78 out of 233 countries reported information about forest fires. Events such as fire, drought, wind, snow, ice, and floods are usually considered natural disturbances. As the global climate changes, the number and strength of these disturbances have been increasing. This has resulted in a greater threat to forest biodiversity in these areas.

 

A forest fire destroyed forest
Figure 10. A forest fire destroyed this forest in Chile. Photo by John Pye.

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Are forest fires always a bad thing for forests?

FAO used the area of forest damaged or destroyed by fire to evaluate the health and vitality of the forests. For some forests, however, occasional fire is needed. In these forests, trees are adapted to withstand fires that burn across the ground. The trees are not killed. Some trees need fire to break open their seeds so they can germinate. Some trees depend on fire to keep other trees from growing in the area. So while many forest fires damage or destroy forests, it is important to remember that some types of forests need ground fires to conserve their biodiversity. When these fires occur, they typically do not destroy the forest.

Did You Know?

The heaviest woods in the world come from flowering trees that are called “ironwoods”. This unusual wood sinks in water! http://waynesword.palomar.edu

 

One of the world’s softest and lightest woods is from the American balsawood tree. http://waynesword.palomar.edu

Part Of

The World's Forests 2 - Vol. 15 No. 2

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  • What are the advantages of having diversity in your community?

    FACTivity – Biodiversity and the World’s Forests

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    What are the advantages of having diversity in your community?
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    Inquiry 2: Biodiversity and the World's Forests

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Glossary

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  • average

    (av (ǝ) rij): A value that is computed by dividing the sum of a set of terms by the number of terms.

  • biodiversity

    (bī ō dǝ vǝr sǝ tē ): Biological variety in an environment as indicated by numbers of different species of plants and animals.

  • diversity

    (dǝ vǝr si tē): The condition of having or being composed of differing elements; variety.

  • germinate

    (jər mə nāt): To cause to sprout or develop.

  • organism

    (ȯr gǝ ni zǝm): An individual living thing that carries on the activities of life by means of organs which have separate functions but are dependent on each other: a living person, plant, or animal.

  • population

    (pä pyǝ lā shǝn): The total of individuals occupying an area.

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  • Education Standards
  • Educator Guide
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Standards addressed in this Article:

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.
  • People, Places, and Environments
  • Science, Technology, and Society
  • Time, Continuity, and Change

Lessons

    PDF preview of the Inquiry 2 lesson plan for the World's Forests 2nd edition

    Inquiry 2 Lesson Plan

    A walk-through lesson plan for Inquiry 2 in the World's Forests 2 edition.
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Education Files

Inquiry 2 FACTivity

Forests are not the only places to find diversity. Diversity can be found everywhere! To prove this, take a look at either your classroom or your school. In a classroom discussion, identify the diversity that you observe. If you are examining your classroom, you might focus on diversity among students. If you are examining your school, you might also observe diversity among teachers and classroom appearance. All observations about diversity should be done respectfully. Now hold a class discussion about how diversity improves your classroom or your school. What are the advantages of having diversity in your community?

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