Forests/Temperate Trees

STEM Tuesday Author Interview: Jasmine Ting

By on January 27, 2026   /   Forests/Temperate Trees, STEM Tuesday   /   Leave a comment

Welcome to STEM Tuesday: Author Interview, a repeating feature for the last Tuesday of every month. Go Science-Tech-Engineering-Math!

Today, we’re interviewing Jasmine Ting, author of Forests in Danger (A True Book: The Earth at Risk). The book explores forests around the world and invites kids to learn how climate change is impacting these biomes and what we can all do to protect these ecosystems!

 

Forests in Danger

Andi: What forest fact that you learned surprised you the most? For me, it was the sheer number of insect species in the Amazon rainforest!

Jasmine: I think the fact that 25% of the world’s modern medicines come from rainforest plants surprised me. I feel like we’re all so used to this idea that medicine is produced in laboratories and those types of environments that we forget—many of the things we have come from nature. Though, of course, Indigenous people who safeguard these forests are very well aware.

Andi: What is your research process like?

Jasmine: I wish I could say I was the type of person who goes to the library and starts with books, but like any other person in the 21st century, I begin with Google. I look up basic facts to get a general survey of the wealth of knowledge out there, from reliable sources and outlets, of course. (Nat Geo, The Smithsonian, etc.) Then, when I spot certain interesting tidbits that require deeper dives, I do that. I usually end up in a rabbit hole with too many open tabs, but I tend to be able to navigate my way through my browser.

Andi: How do text elements like fun facts and a timeline help kids learn?

Jasmine: I love having fun facts and elements like timelines because they make information easily digestible, and memorable. Sure, the entire book is easy enough for kids to read, but not everyone will realistically remember every single fact on every page. Having those text elements, which are visually straightforward and not enclosed in blocks of texts, makes things stand out and stick.

Andi: I loved Jack Dalton’s interview! Why include this in your book? What might kids take away from his experiences?

Jasmine: Well, quite frankly, all authors working on the series were asked to include a “kid hero” interview. But I certainly recognize the significance of having this in the book. It adds a level of relatability, to hear from another kid and have that voice speak to them about the matter. It also, hopefully, gives a sense of inspiration—that a kid (like them) is out there, doing something about forests that are in danger.

I think what kids might take away from Jack’s experiences is that they have tools at their disposal to do small things about the causes they care about. Those small things they do can snowball and create a big impact. But caring—really caring—about something enough to do something about it is the first step.

Andi: You make it clear that forests are in trouble—but you also include a sense of hope. Why is that important to you as someone who writes for kids?

Jasmine: It’s not very constructive to just impart this sense of doom and gloom. It’s important for kids not to grow up with a defeatist mindset, especially when they’re the ones who will be inheriting this Earth we live on. They need to know that not all hope is lost, that there are people who care about this world and their future, and there are certainly ways that they can do their part.

Andi: What is your favorite experience you’ve had in a forest?

Jasmine: One of my favorite experiences to date has been going to Masungi Georeserve in Rizal, Philippines. I went with my family, cousins, and uncles and it was a fun adventure through guided trails within the nature preserve. Beyond the photo opportunities and time with family, it was great quality time getting to know my home country’s natural resources and environments. Our tour guides were very knowledgeable not just about the richness of our country’s forests, but also the threats they face. It was a bit of a wakeup call for me.

 

Jasmine TingJasmine Ting is a journalist currently based in New York City who calls the Philippines home. She is always hungry for stories, for adventure, for the truth… but, mostly, for good food!

 

Andi DiehnAndi Diehn is the author of over 20 children’s books. She also works as a children’s book editor and marketer at Nomad Press.

 

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STEM Tuesday– Forests/Temperate Trees — Writing Tips & Resources

By on January 20, 2026   /   Forests/Temperate Trees, STEM Tuesday   /   1 Comment

Hello, and welcome back to STEM Tuesday’s Writing Tips and Resources. I’m Stephanie.

The intersection of trees and writing is a well-traversed one. I’ve been meaning to write about it for years, to really analyze the motif across children’s literature. Trees are symbolic of many nouns… people, places, things, and ideas. At least for me, trees invoke feelings of magic, wonder, stability, and safety. I feel confident in surmising the same is true of others; otherwise, why are they so prevalent in these writings?

As an English major, Sigmund Freud captured my attention because of his essay The Interpretation of Dreams which in my humble opinion—along with The Uncanny—remains his most relevant work informing literary analysis. In the former essay, he explored the significance of dream-elements in proportion to each other. In terms of story (the supposed dream), and in service of the writing craft, how could his insights become writing exercises? That is, if Freud gave writing prompts about symbolism and metaphors, what would they look like?

Writing Exercise 1:

Freud wrote, “What is clearly the essence of the dream-thoughts need not be represented in the dream at all” (322). For this prompt, write a story about a tree without using the word tree. You may use any other tree-related words (branch, roots, etc), but nothing including the letters T-R-E-E in that order. After making a solid effort for at least 15 minutes, what did you find about the exercise? After pushing past the initial frustration of the task, what then? How did avoiding the word “tree” lead to a deeper exploration of it?

Writing Exercise 2:

Freud also wrote, “What appears in dreams, we might suppose, is not what is important in the dream-thoughts but what occurs in them several times over.” To reiterate more simply, not everything in the dream (or story, in our case) is of equal importance. The symbols that recur frequently or intensely are of higher significance. If you’ve never tried a controlling metaphor, one that lasts an entire story, now’s your chance. What does your tree represent? Take your tree story and look for places to reinforce your meanings. Meaning-making requires the discarding of the unlike qualities in favor of parallel groupings, so only bring up details that reinforce, not contradict, your metaphor.

Now if you’ve made it through my Freud-inspired prompts, you’re a trooper. This next one comes from a much more kidlit-friendly source: Writing Magic by Gail Carson Levine.

There’s an old saying about forests and trees—that it’s easy to lose sight of one when focused on the other. To me, this is exactly the trick of storytelling: coordinating details and plot, scene and summary, moments and eons. As writers, it’s easy to get caught up in the metaphorical branches of line editing. But losing sight of the canopy is a consequential mistake. A story made entirely of descriptions of leaves isn’t going to cut it, but neither is a story full of faraway woodlands. To write well is to control pacing and distance.

Writing Exercise 3:

(Revision.) Take a passage of at least four consecutive sentences—any volunteer sentences will do—and revise it two ways. First, slow the pacing to a leaf-level, microscopic exploration of a moment. In painfully minute detail, describe everything. Try to triple or quadruple the number of sentences. Next, speed up the pacing while still retaining some semblance of the details from the original, but building the story out with explanation or context. You can be equally verbose, but the pacing must be quicker.

So, what did you think of today’s prompts? For more writing tips and tricks, check STEM Tuesday’s archives and/or visit me at StephanieWritesforKids.com.

Best,

Stephanie Jackson

With published work in Cricket magazine and the online poetry journal Dirigible Balloon, Stephanie Jackson writes everything kidlit: poems, articles, and board books through YA. In addition to holding an English degree, she regularly attends writing retreats and bookish events including Storymakers, WIFYR, and the Books For Young Readers Conference. She’s been a member of 12×12, Inked Voices, and other such mentoring groups. Current professional affiliations include SCBWI, The Author’s Guild, and NCTE. Personally, her hobbies include genealogy research and teacherly things. She’s a stay-at-home parent of four kids ages 5-14, and plans to teach ELA in secondary schools.

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STEM Tuesday– Forests/Temperate Trees — In the Classroom

By on January 13, 2026   /   Forests/Temperate Trees, STEM Tuesday   /   Leave a comment

 

Trees are some of nature’s most amazing creations! Around the world, trees of all sizes and shapes are the heart of forest ecosystems. They provide oxygen, absorb carbon dioxide, stabilize soil, and serve as essential habitat and food sources for countless species. In these books, readers can take a walk through a number of different forests across the globe and join scientists and naturalists as they discover many amazing secrets of some remarkable trees. They make a great starting point for classroom discussions and activities!

 

Ultimate Explorer Field Guide: Trees

by Patricia Daniels

Introductory pages include “what is a tree?” and provide lessons for recognizing leaves. Each tree entry includes a photo of the entire tree and a close-up of the leaves or needles, flowers, nuts, cones, or fruit. Special features and “fun facts” make this more than just an ordinary field guide.

 

Classroom Activity – Tree Detective

What types of trees grow where you live? Explain to students that they will act as “tree detectives.” Using observational skills, they will identify different types of trees in their neighborhood. Students should examine features such as leaf shape, size, and edges, as well as bark texture, seeds, and the tree’s overall shape. Using a simple tree identification chart or field guide, they can compare their observations to determine the tree’s species or group, such as deciduous or evergreen. As they work, students should record detailed observations of the trees they find and explain which characteristics helped them identify them. Students can share their findings with the class or create a local tree guidebook for the classroom.

 

Forests in Danger (A True Book: The Earth at Risk)

by Jasmine Ting

From the tropics to the poles, this book looks at three forest biomes and what makes each unique. A fourth chapter examines threats to forests, from invasive species and deforestation to fires, and shares ways kids can help with forest conservation. There’s also a great explainer about carbon capture.

 

 

Forest Ecosystems (Earth’s Ecosystems)

by Tammy Gagne

Divided into 12 sections, this book takes a close look at different kinds of forests around the world and the animals that live in them. The final two sections outline human impacts on forests and how people care for forests.

 

 

Classroom Activity – Forest Threats

Forests around the world are threatened by human activities, such as deforestation, climate change, pollution, and invasive species. Divide students into small groups and have each group investigate one of the threats facing the world’s forests. In their research, students should answer the following questions:

  • What is the threat facing forests?
  • How have humans caused/contributed to this threat?
  • What damage has this threat caused?
  • What types of forests have been impacted?
  • What is the impact on the greater forest ecosystem?
  • What conservation efforts are being made to restore/repair forests?
  • How can students help with conservation?

Students can create a presentation to share what they have learned with their classmates.

 

Can You Hear the Trees Talking? Discovering the Hidden Life of the Forest

by Peter Wohlleben

This book is a walk through the woods in seven chapters. Forest explorers learn how trees work, how they grow, animals that live in and around them, and more. Each spread examines a single question: How do trees drink? Do trees make babies? Can they talk? “Look” sidebars invite readers to notice something, and “Try This” activities provide hands-on STEM activities to explore the forest around you.

 

The Magic and Mystery of Trees (The Magic and Mystery of the Natural World)

by Jen Green

This browsable book opens with a map showing where trees live in the world. Five sections explore what a tree is, its flowers, fruits, and seeds, tree habitats, its partnerships with other species, and the complexities of human-tree relationships.

 

Classroom Activity – Trees in Earth’s Carbon Cycle

Trees play an important role in Earth’s carbon cycle, absorbing atmospheric carbon dioxide and releasing oxygen through photosynthesis. Students can illustrate their role by creating a forest carbon cycle diagram that shows how carbon moves through a forest ecosystem. Consider how to answer/illustrate the following questions in the diagram:

  • Where do trees get the carbon dioxide they use for photosynthesis?
  • Where do they store carbon?
  • How does the carbon move from trees into animals and soil?
  • What is the role of decomposers?
  • How does carbon return to the atmosphere?
  • Why are forests an important carbon sink?

 

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Carla Mooney loves to explore the world around us and discover the details about how it works. An award-winning author of numerous nonfiction science books for kids and teens, she hopes to spark a healthy curiosity and love of science in today’s young people. She lives in Pennsylvania with her husband, three kids, and dog. Visit her at www.carlamooney.com.

 

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