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  • Inquiry 4: What Do the World’s Forests Have To Do With Climate Change?
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Inquiry 4: What Do the World’s Forests Have To Do With Climate Change?

  • Article
  • Middle School
  • 1 Classroom Period
  • Carbon
  • Carbon Cycle
  • Carbon Dioxide
  • Carbon Sequestration
  • Carbon Storage
  • Climate
  • Greenhouse Effect
  • Greenhouse Gases
PDF Preview of Inquiry 4 from World's Forests 2
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In recent years, the amount of carbon dioxide in the atmosphere has been rising. Scientists believe that higher levels of carbon dioxide in the atmosphere are causing the world’s climate to change. Since trees absorb carbon dioxide when they grow and other material in forests contain carbon, forests help reduce the amount of carbon dioxide being released to the atmosphere. FAO wanted to discover how much carbon is held by forests worldwide and how that amount is changing over time.

Be sure to check out the lesson plans for both this Inquiry and the entire journal in the Educators tab below.

Inquiry 4: What Do the World’s Forests Have To Do With Climate Change?

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  • THE SITUATION:
  • WHAT FAO DISCOVERED:
  • ACTION ON CLIMATE CHANGE:

THE SITUATION:

Is the climate changing over time? You probably have heard many different opinions about climate change. In the past few years, most scientists have agreed on at least one thing about climate change. They have agreed that measured and recorded changes in Earth’s climate over the past 100 or more years point to a warming of Earth’s surface greater than they would have expected from normal cycles.

 

Earth’s average temperature depends on how much of the sun’s energy comes through the atmosphere to Earth’s surface, and how much escapes back into space. About 90 percent of the sun’s energy is trapped by gases in the atmosphere, including carbon dioxide, methane, and nitrous oxide. This trapped energy is sent back to Earth in all directions, warming the planet. This warming is called the greenhouse effect, and the gases are called greenhouse gases. Without these gases, humans and other forms of life would not be able to survive on our planet.

 

During the past 150 years, however, the amount of greenhouse gases in the atmosphere has risen sharply (Figure 1). This increase has been happening since the beginning of the Industrial Revolution in the mid-1700s. The amount has been increasing even more over the past 100 years. Scientists believe the sharp rise in greenhouse gases is caused by an increase in the burning of fossil fuels, such as oil, coal, and natural gas. These higher levels of greenhouse gases in the atmosphere trap more of the sun’s heat that is reflected off of Earth’s surface. This additional trapped heat leads to increasing temperatures on Earth.

 

A line graph showing the increase in the world's carbon dioxide emmissions
Figure 1. Increase in the world’s carbon dioxide emissions, 1990-2025. Carbon dioxide is a greenhouse gas. Source: The United States Energy Information Administration.

 

Carbon dioxide is one of the greenhouse gases. Carbon dioxide naturally occurs in our atmosphere and a certain amount is necessary to keep Earth warm enough for life to continue. When too much carbon dioxide is emitted into the atmosphere, however, Earth’s surface continues to get warmer. As Earth’s surface warms beyond its normal temperatures, plants and animals are affected.

 

Carbon is present in rocks, oceans, and the air. Every living thing and once-living thing contains carbon, including all plants and animals. Carbon is always moving around. You can see how it moves in what is called the carbon cycle (Figure 2).

 

A graphic of the carbon cycle
Figure 2. The carbon cycle.

 

Since a tree is a living thing, it also contains carbon. As a tree grows, it absorbs carbon from the air and stores it in its wood (Figure 3). The world’s forests are related to Earth’s climate because they hold large amounts of carbon on Earth. The carbon stored in the world’s forests does not get emitted into our atmosphere unless the trees are felled and burned or when they die and decay. As you can see, the world’s forests play a role in helping to reduce the effects of global climate change.

 

a graphic showing how trees work within the carbon cycle
Figure 3. Trees absorb, hold, and release carbon.

 

FAO and the National Correspondents wanted to know how much carbon is held on Earth by the world’s forests. They also wanted to know whether this number is staying the same, increasing, or decreasing over time.

 

The amount of carbon in a tree is closely related to the weight of its living material, minus any water. Some scientists estimate that half of a tree’s dry weight is carbon. Others estimate that about 45 percent of a tree’s dry weight is carbon. FAO, used an estimate of 47 percent to calculate the amount of carbon being held by the world’s forests.


WHAT FAO DISCOVERED:

The National Correspondents and FAO used three measures of carbon storage. First, they estimated the amount of carbon being held in trees growing in the forests. Recall that carbon is also present in once-living things.

 

FAO and the correspondents, therefore, also estimated the amount of carbon in the litter and deadwood lying on the forest floor. Litter includes leaves that have fallen from the trees (Figure 4).

 

Leaf litter on a forest floor
Figure 4. Litter is composed of dead and decomposing leaves on the forest floor. Photo by Babs McDonald.

 

Deadwood is the remains of fallen branches and trees that have died (Figure 5). The third measure of carbon was an estimate of the amount of carbon held in the world’s forests soils. Because soil contains living beings such as microbes and once-living material, it also contains carbon. Trees also release carbon into the soil (See Figure 3).

 

Fallen trees in a forest
Figure 5. The remains of fallen trees and branches are called deadwood. Photo by Babs McDonald.

 

The amount of carbon being held in the world’s forests’ trees was estimated to be 289 Gigatonnes, or Gt (Figures 6 and 8). One Gt is equal to 1 billion tonnes. One tonne is equal to 1 000 kilograms, or 2 205 pounds.

a pie chart showing the amount of carbon in the world’s forests’ trees in Gt by region, 2010.

Figure 6. The amount of carbon in the world’s forests’ trees in Gt by region, 2010.

a Pie chart showing the amount of carbon in the world’s forests’ trees per hectare by region, 2010.

Figure 8. The amount of carbon in the world’s forests’ trees per hectare by region, 2010.

The amount of carbon in the forests’ litter and deadwood was estimated to be 72 Gt, or 17.8 tonnes per hectare. Compare this with the amount of carbon held in the soil, which was estimated at 292 Gt or 72.3 tonnes per hectare. One of the questions FAO wanted to answer is what is happening over time to the amount of carbon being held by the world’s forests.

 

When FAO estimated the amount of carbon being held by the world’s forests’ trees per hectare, it discovered something surprising (Table 1).

AMOUNT OF CARBON

Table 1. Amount of carbon held by the world’s forests’ trees per hectare between 1990 and 2010.
YearTonnes/HA
199071.8
200071.9
201271.6

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African elephant

Figure 7. African elephant. Photo by Chuck Chappell.

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Over the past 10 years, the average amount of carbon held by a hectare of forest has changed very little. The decrease in carbon held by the world’s forests over the past 20 years (Figure 9) is due to the decrease in forest area worldwide (See Inquiry 1).

 

A bar graph showing The amount of carbon, in Gt, held in the world’s forests’ trees between 1990 and 2010 by region.
Figure 9. The amount of carbon, in Gt, held in the world’s forests’ trees between 1990 and 2010 by region.

 

The United Nations Intergovernmental Panel on Climate Change, or IPCC, is interested in better understanding carbon and its role in climate change. In 2007, the IPCC reported that 17.4 percent of the world’s greenhouse gases come from the forest sector. Most of these emissions come from the loss of forests in developing countries (Figure 10).

 

A map showing the loss of forests is increasing carbon emissions into the atmosphere
Figure 10. In some regions of Earth, the loss of forests is increasing carbon emissions into the atmosphere.

 

 

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ACTION ON CLIMATE CHANGE:

The United Nations has recognized the importance of taking action to reduce climate change. It developed an effort to reduce the amount of greenhouse gas emissions from deforestation and degradation in developing countries. This effort is known as REDD (Reduce emissions from deforestation and forest degradation). In December 2010, the United Nations took another step forward. The new effort, known as REDD+, includes the following actions.

 

REDD+ Reduce emissions from deforestation Reduce emissions from forest degradation Manage forests sustainably Conserve the carbon contained in forests Enhance the carbon contained in forests.

 

Under REDD+, developing countries will receive money if they successfully complete one or more of these actions. This money can be used to cover some of their costs. The United Nations views REDD+ as an investment that will help countries to reduce the impact of climate change.

 

Recognizing that the carbon held on Earth within forests helps to address climate change has created a number of opportunities and challenges. People now recognize carbon sequestration as a benefit of having forests. This is in addition to other forest benefits that we explored in Inquiry 3. When thought of this way, you can see that by holding carbon, forests provide a service that has value. A government or a business may decide that maintaining forests for the carbon they hold is worth more than felling forests for fuelwood, agriculture, or for other reasons.

 

The United Nations also recognized that when forest managers work sustainably, they help people and forests worldwide adapt to a changing climate. As the climate changes, forest management will play an important role in maintaining the health and wellbeing of the world’s citizens.

 

 

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Front cover of National Inquirer with snapshots of different forests

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The World's Forests 2 - No. 15

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  • PDF preview of the FACTivity for Inquiry 4
    Two ways to address climate change are to take care of the trees and vegetation we have now and to plant more trees and other plants. In this FACTivity, you’ll...

    FACTivity – What Do the World’s Forests Have to Do with Climate Change?

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    Two ways to address climate change are to take care of the trees and vegetation we have now and to plant more trees and other plants. In this FACTivity, you’ll...
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    Inquiry 4: What Do the World's Forests Have To Do With Climate Change?

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Glossary

View All Glossary
  • carbon

    (kar bun): A chemical element present in all life forms.

  • climate

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

  • correspondent

    (kȯr ə  spän dənt): In the World’s Forests editions, a representative from each country who gathered and sent information to FAO.

  • decompose

    (dē kǝm pōz): To rot or decay.

  • degrade

    (di grād): To make the quality of something worse.

  • emit

    (ē mit): To throw or give off or out; to send out.

  • fossil fuel

    (fä sǝl fyü(ǝ)l): A fuel (such as coal, oil, or natural gas) formed in the Earth from plant or animal remains.

  • greenhouse effect

    (grēn hau̇s i fekt): A warming of Earth’s surface and the air above it caused by gases in the air that trap energy from the Sun.

  • sequestration

    (se kwə strā shən): The act of setting apart, secluding, or withdrawing.

Jump To

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

Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ESS2.A-M1
    All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
  • ESS3.D-M1
    Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities.
  • LS1.C-M1
    Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
  • LS1.C-M2
    Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
  • 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.
  • PS1.B-M1
    Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
  • PS1.B-M3
    Some chemical reactions release energy, others store energy.
  • PS3.D-M1
    The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
  • PS3.D-M2
    Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
  • Cite specific textual evidence to support analysis of science and technical texts.
  • By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
  • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
  • Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
  • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
  • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
  • Global Connections
  • People, Places, and Environments
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is the World's Forests Edition?

A stack of World's Forests editions

 

The World’s Forests editions of Natural Inquirer present the results of a worldwide effort to understand the world’s forests, organized by the United Nations Food and Agriculture Organization, or FAO. These journals are based on the FAO’s Global Forest Resources Assessments that are published every 5 years. These editions contain information from over 200 countries and territories around the world. World’s Forests editions are written for a middle school audience.

World’s Forests editions include:

  • Four or five articles called “Inquiries” based on one category of findings from the FAO’s report; these are written in language students can understand.
  • A FACTivity for each Inquiry (in editions 2 & 3), which is an activity to complete after reading the article. The FACTivity helps reinforce major science concepts from the article. These activities are designed to be easy to implement, with few material requirements and options for adapting them for your audience or available resources.
  • A lesson plan for each Inquiry to help you integrate the article, the FACTivity, and related materials with your classroom instruction
  • A glossary of new terms for each article and the introductory materials.
  • A list of related Natural Inquirer publications for each article as well as outside references.
  • Standards correlations, including Next Generation Science Standards, addressed in the articles and the FACTivities.

These editions also include sections on the practice of science, environmental science concepts, and other activities (like photo challenges).

 

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

Reading Modes

World’s Forests editions are available in three different formats:

  • Hard copies can be ordered from the website and shipped, all free of charge.
  • PDF versions of the printed journal can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version. You can also download individual articles as pdfs.
  • The “Read Distraction Free” option allows the individual articles to open in their own window, without the rest of the website being visible. These articles can be found under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and “You Do the Math” challenges. Students can enter their answers, submit them, and then receive the correct answers to double-check their work. Submitted answers are not saved on the website and will disappear once the window is closed.

What's in a World's Forests Inquiry?

Here, we'll go into more detail about the parts of a World's Forests Inquiry and give you some ideas about how they can be used.
  1. The Situation

    This section introduces one of the questions asked by FAO. In it, we present background information that led researchers to ask the question about the world’s forests.

    Use this section to:

    • Introduce kids to the motivations behind the research and why the research is important
    • Introduce kids to environmental science topics like carbon storage, land use, ecosystem services, and forest management
    • Explore ways that people are impacted by forests

    Next Generation Science Standards (NGSS) applications:

    • Science and Engineering Practices
    • Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World

    Note that specific standards for this particular journal are linked on this educator guide tab.

    Other resources:

    Each Inquiry is paired with a lesson plan and, in editions 2 & 3, with an activity to help students process the information from the article.

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

    This section presents the answer to the research question. This section includes tables, figures, and photographs as well as text. Embedded within this section are “Reflection Sections,” which ask questions aimed at encouraging students to think critically about what they are reading. We’ve designed these questions to check student comprehension and stimulate discussion. The answer key to the reflection sections can be found on the Educators tab as a downloadable file.
    In some instances, a “You Do the Math” section provides an opportunity for students to integrate math with their scientific learning.

    Use this section to:

    • Teach students how to read graphs and charts and interpret data
    • Encourage students to think about the practice of science and what it can and cannot tell us
    • Discuss the implications of the research group’s findings on a global scale

    Next Generation Science Standards applications:

    • Science and Engineering Practices
    • Life Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular journal are linked on this educator guide tab.

    Other resources:

    You can use key words to search for other or related scientific topics on our website (e.g. “carbon cycle,” “watershed,” or “forest inventory”).

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

Additional Sections in a World's Forests Edition

Each World’s Forests edition also contains introductory sections that help students understand the purpose, structure, and background knowledge for the inquiries.

A screenshot of the Thinking About World's Forests section “Thinking About the World’s Forests” presents the benefits of forests and sets the stage for why it is important to understand forests at a global scale. Use this section to discuss the ecosystem services provided by forests and their impact on other parts of the environment, like watersheds, climate, and the carbon cycle.

“Thinking About Science” presents the method used by FAO to gather the information included in the inquiries. Use this section to discuss the scientific process and the practice of scientific inquiry. Topics may include data collection, sampling methods, forest inventory and monitoring, and more.

Each of these sections also has its own lesson plan. These plans can be combined with the inquiries and their accompanying activities and lesson plans to create a whole unit of study on the world’s forests.

 

Additional Resources on the Website

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

  • Related activities for the publication
  • An “About” essay that gives some larger context for the research the scientists conducted or more information about the United Nations Food and Agriculture Organization
  • A glossary of all boldfaced terms from the journal
  • An “Educator Guide” tab that contains the lesson plans, standards alignments, and answer guides for the publication
  • A “Related Content” page that lists both Natural Inquirer resources about similar topics and also outside reference materials
  • An illustrated bee sitting on a globe
  • logo for the Food and Agriculture Organization of the United Nations
  • United States Department of Agriculture Logo
  • Forest Service logo
  • FIND Outdoors logo

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

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

Lessons

  • PDF preview of the lesson plan for Inquiry 4 in the World's Forests 2 edition
    In this lesson plan, students will use the findings of Inquiry 4 to explore how trees factor into the carbon cycle. Students will discuss how trees may impact climate and...

    Lesson Plan – Inquiry 4 from World’s Forests 2 Edition

    • Lesson Plan
    • Middle School
    • 1 Classroom Period
    • Carbon
    • Carbon Cycle
    • Carbon Sequestration
    • Carbon Storage
    • Climate
    • Greenhouse Gases
    In this lesson plan, students will use the findings of Inquiry 4 to explore how trees factor into the carbon cycle. Students will discuss how trees may impact climate and...
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    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
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    The World's Forests 2 - No. 15

  • PDF Preview of Lesson Plan for the World's Forests 2
    This lesson plan introduces students to The World’s Forests 2 and walks them through each section of the journal. Students will examine the 5 topics the journal addresses. This features...

    Lesson Plan – The World’s Forest 2

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Wilderness
    • Wildlife
    • Class Discussion
    • Group Activity
    • Guided reading
    • Individual Reflection
    • Reading for Information
    This lesson plan introduces students to The World’s Forests 2 and walks them through each section of the journal. Students will examine the 5 topics the journal addresses. This features...
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    • Explore Lesson Plan
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    The World's Forests 2 - No. 15

Education Files

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • The cover the The Natural Inquirer issue: The World's Forests. It's a green cover with four polaroid photos, highlighting different forest landscapes.
    This edition of Natural Inquirer presents the results of a worldwide effort to understand the world’s forests, organized by the United Nations Food and Agriculture Organization, or FAO. Read four...

    The World’s Forests 1 – Vol. 11 No. 1

    • Journal
    • Middle School
    • Active Forest Management
    • Agriculture
    • Carbon
    • Engineering and Forest Products
    • Wilderness
    • Biodiversity
    • Carbon Cycle
    • Carbon Dioxide
    • Carbon Storage
    • Cartograms
    • Climate
    • Ecosystem Services
    • Elevation
    • Forest Conservation
    • Forest Health
    • Forest Inventory
    • Forest management
    • Forest Products
    • Human Impacts
    • Land Management
    • Land Use
    • Latitude
    • Photosynthesis
    • Rainfall
    • Sustainability
    • Timber Production
    • Types of Forests
    This edition of Natural Inquirer presents the results of a worldwide effort to understand the world’s forests, organized by the United Nations Food and Agriculture Organization, or FAO. Read four...
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  • Cover for the "World's Forests' 3rd edition journal. The image consists four magnifying glasses, each with a different photo.
    This is the 3rd edition of the World’s Forest Natural Inquirer based on the 2015 Global Forest Resources Assessment. Published every 5 years, the report contains information about forests all...

    The World’s Forests 3 – No. 20

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    This is the 3rd edition of the World’s Forest Natural Inquirer based on the 2015 Global Forest Resources Assessment. Published every 5 years, the report contains information about forests all...
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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.

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