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  • Inquiry 2: What Benefits Do the World’s Forests Provide?
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Inquiry 2: What Benefits Do the World’s Forests Provide?

  • Article
  • Middle School
  • 1 Classroom Period
  • Agriculture
  • Carbon
  • Recreation
  • Water
  • Wilderness
  • Wildlife
  • Biodiversity
  • Carbon Cycle
  • Clean Air
  • Clean Water
  • Ecosystem Services
  • Forest Benefits
  • Forest Canopy
  • Healthy Soil
  • Primary Forests
  • Water Cycle
  • Watershed
  • Wildlife Habitat
  • Wood Wide Web
PDF preview of World's Forests Edition 3, Inquiry 2 article.
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Learn about the many benefits that different types of forests provide.

Inquiry 2: What Benefits Do the World’s Forests Provide?

Jump To

  • Forests Are More Than Trees
  • The Wood Wide Web
  • What Is an Example of Diversity Within a Species?
  • Primary Forests
  • Carbon and the World's Forest
  • Ecosystem Services
  • How is Water Quality Important in Your Community?
  • Soil and Water Protection
  • Wood and Non-Wood Forest Benefits
  • Did You Know?
  • How Do Different Cultures Use Non-Wood Forest Products?

Forests Are More Than Trees

When you hear the word “forest,” what comes to mind? Many people think first of trees. These people are correct, but only partly correct. Trees, of course, are the foundation of a forest. An area without trees is not a forest at all. However, a forest is much more than trees. In addition to trees, forests include many other living and non-living parts. The living parts include other plants like shrubs, vines, grasses, flowers, mosses, and algae. Living parts also include animals like insects, mammals, birds, fish, reptiles, and amphibians (Figure 1, Figure 2, and Figure 3). Fungi and bacteria, which have characteristics of both plants and animals, are also in forests (Figure 4). Nonliving parts of forests include soil, water, rocks, and minerals.

Ants carrying a leaf

Figure 1. Leafcutter ants harvest green leaves to prepare and use in underground fungus farms. Photo courtesy of Chuck Murphy, http://www.boywithcamera.com.

Two giraffes standing next to each other

Figure 2. Giraffes are mammals that live in Africa. Photo courtesy of Chuck Murphy,
http://www.boywithc mera.com

Two parrots on a branch together

Figure 3. Colorful birds, like these scarlet macaws, live in tropical forests.
Photo courtesy of Chuck Murphy, http://www.boywithcamera.com

Red chanterelle mushrooms growing on the forest floor

Figure 4. These red chanterelle mushrooms on the forest floor are the fruiting bodies of a fungus. Photo courtesy of Chris Evans, University of Illinois, http://www.bugwood.org.

All of the living parts of a forest interact with each other and with the nonliving parts. These living and nonliving parts create a complex community known as an ecosystem. Forest ecosystems help sustain the lives of everything on Earth.

 

Forests play a role in moving nutrients from on living things, such as the soil, to living organisms and back. Forests store and release gases such as carbon dioxide, nitrogen, and oxygen. Forests store elements such as carbon and molecular compounds such as water, and provide a way for these elements and compounds to move into, throughout, and out of the ecosystem (Figure 5).

 

A graphic of the water cycle
Figure 5. The water cycle. Each individual tree contributes to the water cycle through transpiration. FIND Outdoors illustration by Stephanie Pfeiffer and Nickola Dudley.

 

The Wood Wide Web

Did you know that forest trees communicate with one another? In a forest, trees are connected to one another by a large network of underground fungi. This network has been called the “Wood Wide Web.” Communication occurs through the fungi’s hyphae, which are thin strands connected to the main body of the fungus and also to the tree’s roots (Figure 6). Trees use these hyphae to pass nutrients to one another. A dying tree, for example, may send its remaining nutrients to other trees. But even more
interesting, trees can pass information to one another. A tree, for example, may use the network of hyphae to warn other trees about an invading insect. A forest is more connected than it appears at first glance!

A graphic showing how a mushroom interacts with tree roots
Figure 6. Hyphae are fungi’s thin strands. Hyphae assist in the transfer of nutrients and energy back and forth between a
tree’s roots and the fungi. FIND Outdoors illustration by Stephanie Pfeiffer.

Information from The hidden life of trees (2016) by Peter Wohlleben and Tim Flannery, Vancouver/Berkeley: Greystone Books.

Forests contain a diversity of life. This diversity of life is called biodiversity. In most forests, you will find a wide diversity of plants and animals. These plants and animals live together and keep the ecosystem in balance over time.

 

A diversity of plants and animals, however, is just one kind of biodiversity. Biodiversity can be found within the same genus or species of a plant or animal (Figure 7). One tree of the same species may grow taller or one deer may run faster than another. These differences may give one plant or animal an advantage over another.

 

Two pictures side by side showing the difference between two different geese species.
Figure 7. Genetic differences exist even within the same genus. For example, Hawaii’s Nēnē goose (A) is thought to have evolved from the Canada goose (B), which probably arrived on Hawaii about 500,000 years ago. These species of geese are closely related so scientists put them both in the genus Branta. However, because of their differences, scientists consider them different species. Photos courtesy of Forest and Kim Starr, Starr Environmental, Bugwood.org, and the U.S. Fish and Wildlife Service.

 

What Is an Example of Diversity Within a Species?

The nuts and timber of the Persian walnut tree are highly valued. Scientists believe that the Persian walnut was first used in eastern and central Asia. For centuries, however, Persian walnuts were traded throughout Africa, Asia, and Europe. Today, Persian walnut trees are grown in over 60 countries on these continents.

 

Scientists studied the genetic diversity of Persian walnuts grown in 25 regions within 14 countries in Africa, Asia, and Europe. They found a lot of genetic diversity between walnuts growing in the 25 regions and the 14 countries. Over centuries, therefore, the cultivation of Persian walnuts has created biodiversity within Persian walnut trees. This is an example of biodiversity within a species.

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Primary Forests

Primary forests are a type of natural forest. Primary forests contain native tree species. In primary forests, human activities are not noticeable and the forest’s ecological processes are not widely disturbed. Primary forests help conserve the diversity of animal and plant species and protect natural ecosystems (Figure 8).

 

A forest in the fall
Figure 8. This forest in China is an example of a primary forest. Photo courtesy of Dazhuang Huang.

 

In 2015, 33 percent of the world’s forests were primary forests. These forests covered 1.3 billion hectares, and half of these forests were in the tropical ecozone. Look at Figure 9 and Figure 10. Which continent had the highest amount of primary forest hectares in 2015? Which continent had the highest percentage of primary forest area as a percentage of its total forest area?

 

A pie chart showing primary forests by continent

Figure 9. Primary forest area by continent (in millions of hectares) in 2015. FIND Outsdoors illustration by Stephanie Pfeiffer.

A bar chart showing the percent of primary forest area in total forest area in each continent

Figure 10. Primary forest area as a percentage of total forest area (of countries that reported on primary forest) by continent in 2015. FIND Outdoors illustration by Stephanie Pfeiffer.

Between 1990 and 2015, the amount of primary forest has been changing on each of the world’s continents. What patterns do you observe in Figure 11?

 

A line graph showing area of primary forest (in thousands of hectares) by continent between 1990 and 2015.
Figure 11. Area of primary forest (in thousands of hectares) by continent between 1990 and 2015. Note: this graph only includes data from countries that reported on primary forest for all Forest Resources Assessment reporting years. FIND Outdoors illustration by Stephanie Pfeiffer.

 

Some forests are managed to protect biodiversity. This type of forest management occurs in 13 percent of the world’s forests (Figure 12 and Figure 13). These forests cover 524 million hectares. Worldwide, the amount of forest land set aside to protect biodiversity has slightly increased since 1990.

 

A pie chart showing the amount of forest area (in millions of hectares) set aside to protect biodiversity by continent in 2015

Figure 12. The amount of forest area (in millions of hectares) set aside to protect biodiversity by continent in 2015.
FIND Outdoors illustration by Stephanie Pfeiffer.

A bar graph showing the amount of forest set aside to protect biodiversity as a percentage of total forest area by continent

Figure 13. The amount of forest set aside to protect biodiversity as a percentage of total forest area (of countries that reported on this variable) by continent in 2015.
FIND Outdoors illustration by Stephanie Pfeiffer.

The United States of America and Brazil have set aside the largest areas of forested hectares to protect biodiversity. Venezuela and Mexico, however, have reported the largest percentage of their forested land area set aside and managed for biodiversity. Over half of Venezuela’s forests are set aside to protect biodiversity.

 

Governments sometimes protect forests by giving them a special legal status. When a forest area is protected legally, it must be managed according to the law that established the area. Usually, these laws protect the area from human
activities that might change the forest’s natural character. Worldwide, 651 million hectares of forest are found within protected areas (Figure 14 and Figure 15).

A pie chart showing area of forest within protected areas (in millions of hectares) by continent in 2015.

Figure 14. Area of forest within protected areas (in millions of
hectares) by continent in 2015. FIND Outdoors illustration by Stephanie Pfeiffer.

A bar graph showing the area of forest within protected areas as a percentage of total forest area (of countries that reported on this variable) by continent in 2015

Figure 15. Area of forest within protected areas as a percentage of total forest area (of countries that reported on this
variable) by continent in 2015. FIND Outdoors illustration by Stephanie Pfeiffer.

Seventeen percent of the world’s forests are legally protected from damaging human activities. Worldwide since 1990, the number of hectares in protected areas has increased by 200 million. Of these additional 200 million hectares, 143 million hectares are in the tropical ecozone (Figure 16).

 

three toed sloth climbing a tree
Figure 16. Tropical wildlife, such as this three-toed sloth, needs protected areas to maintain a healthy population size. According to the World Wildlife Fund, sloths are completely dependent upon healthy tropical rain forests. Without many trees in a healthy tropical rain forest, sloths lose their shelter and food sources. Photo courtesy of Chuck Murphy, http://www.boywithcamera.com.

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Did You Know?

About 18 percent of your body is made up of carbon!

If you could take all of the water and other liquids out of a tree, about one-half of the tree’s remaining weight would be carbon.


Carbon and the World's Forest

What is one element that your body shares with the rest of Earth’s living things? If you guessed carbon, you are correct! Carbon is one of Earth’s 118 elements. Carbon is needed for the growth, survival, and reproduction of living things. Carbon can form bonds with other elements to create compounds. One carbon compound you may have heard about is carbon dioxide. Carbon dioxide is a compound formed from carbon and oxygen atoms.

 

Carbon moves throughout Earth and Earth’s atmosphere in a cycle. This movement is called the carbon cycle (Figure 17). When the carbon cycle is balanced, Earth’s living systems are more likely to remain in healthy balance as well. One of the ways that the carbon cycle becomes unbalanced is when too much carbon goes into the atmosphere in the form of carbon dioxide. As the carbon cycle becomes unbalanced, Earth’s climate responds by changing over time.

 

An illustration of the carbon cycle
Figure 17. The carbon cycle describes the movement of carbon throughout Earth and Earth’s atmosphere. FIND Outdoors illustration by Stephanie Pfeiffer.

 

When Earth’s carbon is cycled, a balanced percentage of Earth’s carbon remains on Earth. This carbon is stored in living things such as trees, forests, animals, and the remains of living things, as well as nonliving things like soil, freshwater, and oceans. Forests and forest soils store a large amount of the world’s carbon.

 

FAO has estimated the amount of carbon being stored in the world’s forests as 296 gigatonnes (Gt). One Gt is equal to 1 billion tonnes. One tonne is equal to 1 000 kilograms, or 2,205 pounds. This estimate includes carbon stored in vegetation above and below the ground. The forests of South America and west and central Africa store about 120 tonnes of carbon per hectare (Figure 18 and Figure 19). Worldwide, in comparison, forests store an average of 73 tonnes of carbon per hectare.

A pie chart showing Total forest carbon storage in living biomass in gigatonnes (Gt) by continent in 2015.

Figure 18. Total forest carbon storage in living biomass in gigatonnes (Gt) by continent in 2015. FIND Outdoors illustration by Stephanie Pfeiffer.

A pie chart showing forest carbon storage in living biomass in tonnes per hectare by continent in 2015

Figure 19. Forest carbon storage in living biomass in tonnes per hectare by continent in 2015. FIND Outdoors illustration by Stephanie Pfeiffer.

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An elephant eating dry grass

Figure 20. This elephant lives in Botswana, southern Africa.
Photo courtesy of Chuck Murphy, http://www.boywithcamera.com.

Over the past 25 years, the amount of carbon stored by forests has decreased by almost 11 Gt. This decrease is mostly due to felling trees and replacing forests with crops and human settlements. Sometimes, forests are not completely destroyed. However, when forests are degraded but not destroyed, they still store less carbon than healthy forests.

How Does the United Nations Encourage Carbon Storage?

Forests store carbon in the wood of trees, in other plants, and in forest soils. Carbon is released from forests in the form of carbon dioxide. In forests, some carbon dioxide is released through plant and animal respiration and from decaying organisms.

When forests are felled and the felled trees are burned, the carbon that was in the trees is released to the atmosphere. After trees are felled, more carbon is released from the soil as well.

Some countries, sometimes called developing countries, are changing from traditional lifestyles to more modern lifestyles. During these changes, developing countries may find it necessary to fell forests for agricultural land or to build roads and settlements. To address deforestation, the United Nations has started a new program.

The United Nations Collaborative Program on Reducing Emissions from Deforestation and Forest Degradation in Developing Countries (REDD+) was started in 2008. Two of the Program’s goals are to reduce forest carbon emissions and improve carbon storage in forests. Another Program goal is to support sustainable development in developing
countries.

REDD+ is a process established under the United Nations that encourages developing countries to increase the carbon stored in their forests, either by reducing deforestation or by increasing their forest area. Financial aid is available from various sources to reward developing countries that can demonstrate they have reduced deforestation or increased their forest area. This financial aid encourages countries to increase forest carbon storage and supports sustainable development.

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Ecosystem Services

Have you ever heard the term “ecosystem services”? Can you imagine what ecosystem services might be?

Ecosystem services are provided by healthy forests and other healthy ecosystems. Ecosystem services are valued by people, even if people do not always think about where these services come from. Examples of ecosystem services include (Figures 21 to 23):
• Clean air
• Clean water
• Beautiful landscapes
• Healthy soil
• Wildlife habitat
• Places for outdoor recreation

vermiculated owl on a branch

Figure 21. Tropical forests provide habitat for animals, such as this vermiculated owl. Wildlife habitat is an ecosystem service. Photo courtesy of Chuck Murphy,
http://www.boywithcamera.com

A stream in a forest

Figure 22. Forests provide clean water that is used for drinking, cooking, bathing, and other uses. The provision of clean water is an ecosystem service.
Photo courtesy of Babs McDonald.

bluebell wildflowers covering a forest floor

Figure 23. Forests provide areas for flowers to bloom and pollination to occur. These bluebell wildflowers cover a forest floor
in Scotland. Pollination is an ecosystem service.
Photo courtesy of Babs McDonald.

Ecosystem services are important because they provide goods and services that are vital to human health and quality of life. Ecosystem services are called “public goods” because they are available to everyone, such as clean air. Carbon storage, which you read about in the previous section, is an ecosystem service. Soil and water protection are two important ecosystem services that you will learn about in the next section.

 

FAO is interested in learning whether people living in different cultures value their forests for ecosystem services. FAO is interested in how nearby forests support local culture and how forests are used for spiritual renewal. Since 1990, more of the world’s forests are being managed for ecosystem services, and cultural and spiritual values (Figure 24 to Figure 26).

A line graph showing the amount of forest (in thousands of hectares) managed for ecosystem services, including cultural and spiritual values, by continent from 1990 to 2015.

Figure 24. The amount of forest (in thousands of hectares) managed for ecosystem services, including cultural and spiritual
values, by continent from 1990 to 2015.
Note: this graph only includes data from countries
that reported on this variable for all Forest Resources Assessment reporting years.
FIND Outdoors illustration by Stephanie Pfeiffer.

A pie chart showing trovision of ecosystem services and cultural and spiritual values (in millions of hectares) by continent in 2015

Figure 25. Provision of ecosystem services and cultural and spiritual values (in millions of hectares) by continent in 2015.
FIND Outdoors illustration by Stephanie Pfeiffer.

A bar graph showing Provision of ecosystem services and cultural and spiritual values by continent as a percentage of total forest area (of countries that reported on this variable) in 2015.

Figure 26. Provision of ecosystem services and cultural and spiritual values by continent as a percentage of total
forest area (of countries that reported on this variable) in 2015.
FIND Outdoors illustration by Stephanie Pfeiffer.

How is Water Quality Important in Your Community?

Forests must be protected if their ecosystem services and their cultural benefits are to remain available to people. Local residents play an important role in forest protection and management. Scientists working in Madagascar discovered that local residents were most interested in the health of forested watersheds and the forest’s ability to protect water quality (Figure 27).

 

An illustration of a watershed
Figure 27. A watershed is an area of land where all of the water that is underground within the area, and all of the water that drains off the land’s surface, goes to the same place. FIND Outdoors illustration by Stephanie Pfeiffer.

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Soil and Water Protection

Soil and water protection are two ecosystem services. These two particular ecosystem services are vital to human health. Where would we be without healthy soil? Can you imagine a world where the soil could not support crops, trees, and other plant life? Life as we know it depends on healthy soil.

 

A forest floor is covered with a layer of decaying leaves, sticks, and trees, or litter. As litter decays over time, it creates a layer of soil that is protected from heavy rainfall by the forest canopy (Figure 28). Without forest cover, the rich top level of soil is easily worn away by rain and wind (Figure 29). Tree roots and the roots of other plants also help hold the soil in place. Forested areas reduce the impact of heavy rains because trees slow down the flow of rainwater. When rainfall is slowed, less soil erosion occurs. When rainfall falls on forest litter, the litter slows the runoff and reduces soil
erosion into streams. In a healthy forest, rainfall seeps through the leaf litter to the soil beneath. Forest soils filter out sediment and pollutants that might be in water before the water flows into streams and rivers.

An illustration of a forest canopy

Figure 28. The forest canopy is the top layer where most of the trees’ leaves are found. The canopy helps protect the soil from
erosion by reducing the impact of heavy rains. FIND Outdoors illustration by Stephanie Pfeiffer.

Trees planted in rows

Figure 29. Trees are planted in Egypt to reduce soil erosion.
Photo courtesy of Food and Agriculture Organization of the
United Nations/Rosetta Messori.

Clean water is another of Earth’s most important natural resources. All of our planet’s organisms need water. Some small amounts of water may come to Earth from outside of our atmosphere, such as from meteors. Practically speaking, however, water found on Earth is our water supply today and into the future. The water you drink today was on Earth even before the dinosaurs lived!

 

Water moves from Earth’s atmosphere, to its surface and underground, and then back to the atmosphere in a continuous cycle. See Figure 5 for an illustration of the water cycle.

 

Just over 70 percent of Earth’s surface is covered by water. Of this surface area, 97.5 percent is saltwater. Saltwater is found in oceans, bays, and other coastal areas. Take a look at a globe or a map of Earth. You will see for yourself just how much saltwater is found on our planet. The remaining 2.5 percent of Earth’s water is freshwater. Humans must have clean freshwater to live (Figure 30).

 

A child washing dished in a river
Figure 30. River water is used for cleaning in Sierra Leone. Photo courtesy of Sebastian List/NOOR for Food and Agriculture Organization of the United Nations.

 

Worldwide, about one-third of forests are managed for soil and water protection (Figure 31 and Figure 32). In the last 25 years, about 117 million more hectares of forest area have been designated for soil and water protection (Figure 33).

Figure 31. Protection of soil and water and provision of
ecosystem services (in millions of hectares) by
continent in 2015. FIND Outdoors illustration by Stephanie Pfeiffer.

A bar graph showing the Protection of soil and water and provision of ecosystem services as a percentage of total forest area (of countries that reported on this variable) by continent in 2015.

Figure 32. Protection of soil and water and provision of ecosystem
services as a percentage of total forest area (of countries
that reported on this variable) by continent in 2015.
FIND Outdoors illustration by Stephanie Pfeiffer.

A line graph showing the amount of forest managed for soil and water protection (in thousands of hectares) between 1990 and 2015, by continent.

Figure 33. The amount of forest managed for soil and water protection (in thousands of hectares) between 1990 and 2015, by continent.
Note: this graph only includes data from countries
that reported on this variable for all Forest Resources Assessment reporting years.
FIND Outdoors illustration by Stephanie Pfeiffer.

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Wood and Non-Wood Forest Benefits

Forests provide a wide variety of benefits. You have just learned about the ecosystem services provided by healthy forests. You may already know about the wood products that
forests provide. FAO has noted that “wood is a part of almost everyone’s life.” The list of wood products used by people includes wood fuel (wood used for cooking fires or for heating), construction material, furniture, paper, pencils, baseball bats, and fence posts (Figures 34, 35, and 36). Look around you and see if you can identify products made from wood.

A woman cooking a meal with a metal pot over a wood burning fire

Figure 34. A woman cooking a meal with woodfuel in the Philippines. Woodfuel may include whole or chopped-up tree trunks and branches, charcoal, wood chips, wood pellets, and sawdust.
Photo courtesy of Food and Agriculture Organization of the United Nations/Noel Celis

A chair being made by the manufacturer

Figure 35. A chair being made from wood in a U.S. chair factory. Photo courtesy of Cassy Young.

wood chips being used as ground cover

Figure 36. Wood chips may be used for fuel or as ground cover. Photo courtesy of Babs McDonald.

Roundwood is used for non-fuel purposes. Roundwood is felled in its natural state, with or without bark (Figure 37). After being harvested, roundwood is either left in its round state or is cut into sheets, squares, or other forms. Roundwood may also be crushed into small pieces called pulp, which is then used to make paper products.

 

Timber piled up
Figure 37. Roundwood is used to make many wood products for everyday use. Why do you think this type of wood is called roundwood? Photo courtesy of Babs McDonald.

 

Close to 1.2 billion hectares of forest land are managed for wood production worldwide, and the amount of wood removals is increasing (Figure 38). In 2011, about 3 billion cubic meters of wood were removed from forests worldwide
(Figure 39).

Figure 38. Yearly wood removals by continent from 1990 to 2011 in millions of cubic meters. FIND Outdoors illustration by Stephanie Pfeiffer.

A graphic showing a cubic meter of wood

Figure 39. A cubic meter of wood is the amount contained in a cube of wood that is 1 meter long on each side. FIND Outdoors illustration by Stephanie Pfeiffer.

Did You Know?

Three billion cubic meters is equal to 30 football (soccer) fields 10 kilometers or about 6 miles high.

Worldwide, woodfuel is used for about half of total wood removals from forests. Most woodfuel worldwide is removed from forests in countries with lower income levels. In these low-income countries, about 93 percent of wood removals
are for woodfuel.

Forests also provide non-wood products that people buy and use. Examples of non-wood products include food and food additives, such as edible nuts, mushrooms, fruits, herbs, spices, aromatic plants, and game animals (Figure 40).

 

Wild mangoes growing on a branch
Figure 40. Wild mangos are a non-wood forest product. Photo courtesy of Whitney Cranshaw, Colorado State University, http://www.bugwood.org.

 

Other non-wood products include fibers used in construction, furniture, clothing, or utensils. Non-wood products also include resins, gums, and plant and animal products used for medicinal, cosmetic, or cultural purposes. Non-wood removals provide a livelihood for many people and provide income for industries that use these products (Figure 41).

 

A man sorting nuts in a plastic container
Figure 41. A man sorts pine nuts to sell at a local market in
Mongolia. Photo courtesy of Food and Agriculture Organization of the
United Nations/Sean Gallagher.

 

The Republic of Korea, Portugal, the Czech Republic, and Tunisia all reported a high value for their non-wood forest products in 2010 (Figure 42).

 

A bar graph showing the top 10 countries by reported value of non-wood forest product removals (in United States dollars per hectare) in 2010.
Figure 42. The top 10 countries by reported value of non-wood forest product removals (in United States dollars per hectare) in 2010. FIND Outdoors illustration by Stephanie Pfeiffer.

How Do Different Cultures Use Non-Wood Forest Products?

Hawaiians collect non-wood forest products for traditional and modern cultural uses. For example, they gather forest flowers, vines, and ferns to create garlands or leis for hula dances, parades, and other celebrations (Figure 43).

 

Hawaiian tree flowers
Figure 43. These Hawaiian temple tree flowers are made into leis, or flower necklaces. Photo courtesy of Forest and Kim Starr, Starr Environmental, http://www.bugwood.org

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  • 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

    • Activity
    • Middle School
    • 1 Classroom Period
    • Water
    • Experiment
    • Graphic Organizer
    • Land Cover
    • Watershed
    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...
    Explore Activity Download FACTivity (PDF)
    Explore Activity Download FACTivity (PDF)

    Part Of

    Inquiry 2: What Benefits Do the World's Forests Provide?

  • 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

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Water
    • Wilderness
    • Experiment
    • Group Activity
    • Tree Transpiration
    • 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...
    Explore Activity Download Activity (PDF)
    Explore Activity Download Activity (PDF)

    Part Of

    Inquiry 2: What Benefits Do the World's Forests Provide?

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Glossary

View All Glossary
  • algae

    (al jē): Simple, plantlike organism.

  • aromatic

    (a rə ma tik): Having a strong smell.

  • bacteria

    (bak tir ē ǝ): (Singular: bacterium) A group of single-celled microorganisms that live in soil, water, the bodies of plants and animals, or matter obtained from living things and are important because of their chemical effects and disease-causing abilities.

  • canopy

    (ka nə pē): A protective covering: such as, the uppermost spreading branchy layer of a forest.

  • collaborative

    Characteristically working jointly with others or together.

  • compounds

  • cultures

  • deforestation

    (dē for ə stā shən): The action or process of clearing of forests; also, the state of having been cleared of forests.

  • degraded

    (di grā dəd or dē grā dəd): Being in a worse condition than before.

  • edible

    (e də bəl): Fit to be eaten.

  • elements

  • emissions

    (e mish ens): Something discharged or sent out.

  • forest litter

    Dead plant material, such as leaves, bark, needles, and twigs, that have fallen to the ground.

  • genetic

    (jə ne tik): Of, relating to, or involving genes or genetics.

  • genus

    A class, kind, or group marked by common characteristics or by one common characteristic, specifically a category of biological classification ranking between the family and the species.

  • habitat

    (ha bә tat): The place or environment where a plant or animal naturally or normally lives and grows.

  • harvested

  • interact

    To act upon one another.

  • livelihood

    A means of obtaining the necessities of life.

  • mammals

  • medicinal

    (mə dis nəl or mə di sə nəl): Tending or used to cure disease or relieve pain.

  • molecular compounds

  • pollutants

  • respiration

    (re spə rā shən): The physical processes (as breathing and diffusion) by which a living thing obtains the oxygen it needs to produce energy and eliminate waste gases (as carbon dioxide).

  • runoff

    (rən ȯf): Water from rain or snow that flows over the surface of the ground and finally into streams.

  • sediment

    (se dǝ mǝnt): Material deposited by water, wind, or glaciers.

  • sustainable

    (sǝ stā nǝ bǝl): Of, relating to, or being a method of harvesting or using a resource so that the resource is not used up or permanently damaged.

  • toxic

    Containing or being a poisonous material, which may be capable of causing death or serious illness.

Jump To

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

Standards addressed in this Article:

Social Studies Standards

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.
  • Civic Ideals and Practices
  • Culture
  • Global Connections
  • Individuals, Groups, and Institutions
  • People, Places, and Environments
  • Time, Continuity, and Change

Note To Educators

The Forest Service's Mission

The Forest Service’s mission is to sustain the health, diversity, and productivity of the Nation’s forests and grasslands to meet the needs of present and future generations. For more than 100 years, our motto has been “caring for the land and serving people.” The Forest Service, an agency of the U.S. Department of Agriculture (USDA), recognizes its responsibility to be engaged in efforts to connect youth to nature and to promote the development of science-based conservation education programs and materials nationwide.

USDA and Forest Service Logos

What Is the Natural Inquirer?

Natural Inquirer is a science education resource journal to be used by students in grade 6 and up. Natural Inquirer contains articles describing environmental and natural resource research conducted by Forest Service scientists and their cooperators. These scientific journal articles have been reformatted to meet the needs of middle school students. The articles are easy to understand, are aesthetically pleasing to the eye, contain glossaries, and include hands-on activities. The goal of Natural Inquirer is to stimulate critical reading and thinking about scientific inquiry and investigation while teaching about ecology, the natural environment, and natural resources.

Natural Inquirer bee sitting at a desk with paper and pencil

  • Meet the Scientists

    Introduces students to the scientists who did the research. This section may be used in a discussion about careers in science.

  • What Kinds of Scientist Did This Research?

    Introduces students to the scientific disciplines of the scientists who conducted the research.

  • Thinking About Science

    Introduces something new about the scientific process, such as a scientific habit of mind or procedures used in scientific studies.

  • Thinking About the Environment

    Introduces the environmental topic being addressed in the research.

  • Introduction

    Introduces the problem or question that the research addresses.

  • Method

    Describes the method the scientists used to collect and analyze their data.

  • Findings & Discussion

    Describes the results of the analysis. Addresses the findings and places them into the context of the original problem or question.

  • Reflection Section

    Presents questions aimed at stimulating critical thinking about what has been read or predicting what might be presented in the next section. These questions are placed at the end of each of the main article sections.

  • Number Crunches

    Presents an easy math problem related to the research.

  • Glossary

    Defines potentially new scientific or other terms to students. The first occurrence of a glossary word is bold in the text.

  • Citation

    Gives the original article citation with an internet link to the original article.

  • FACTivity

    Presents a hands-on activity that emphasizes something presented in the article.


Science Education Standards

You will find a listing of education standards which are addressed by each article at the back of each publication and on our website.


We Welcome Feedback

  • Contact

    Jessica Nickelsen
    Director, Natural Inquirer program

  • Email

    Contact us here.

Lessons

  • 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 2 from World’s Forests 3 Edition

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Agriculture
    • Carbon
    • Recreation
    • Water
    • Wilderness
    • Wildlife
    • 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

    World's Forests 3 edition

Education Files

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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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