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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?

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Learn about the many benefits that different types of forests provide, including protecting biodiversity, improving water and soil quality, preventing erosion, storing carbon, and more.

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

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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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 2 FACTivities.
    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)

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

  • PDF preview of the alternate FACTivity for Inquiry 2
    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)

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

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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.
  • 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.A-M3
    Growth of organisms and population increases are limited by access to resources.
  • LS2.B-M1
    Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
  • 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.C-M1
    Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.
  • 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.
  • Culture
  • 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 of the lesson plan for inquiry 2
    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

    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

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

  • 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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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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